The purpose of this study was to test a teacher inservice training model which was designed to increase the number and use of hands-on science activities, increase the number of times teachers teach science, and improve students' perceptions of science.

Research methods from both the qualitative and quantitative paradigms were used to answer the question concerning how adult readers navigate through informational text embedded in a hypermedia environment to construct meaning.

This quasi-experimental study examined the effects of participation in a Supplemental Instruction (SI) program on student test performance in a second-level developmental mathematics class in a four-year university setting. This research deviated from past research on Supplemental Instruction in that it examined effects of the program at the end of each test block rather than at the end of the course only. The quasi-experimental design was precipitated by an inability to control factors of participation and limited sample size. Test data were analyzed using analysis of variance; final course grades were analyzed using chi-square.