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Abstract

The purpose of this study, in broad terms, was to narrow the knowledge gaps regarding computer uses in schools by describing the patterns of microcomputer-based mathematics and science instruction employed by teachers recognized as "unusually successful" in their instructional applications of microcomputers. More specifically, the study addresses the following questions: (1) What patterns of microcomputer-based mathematics and science instruction are employed by public school teachers nominated as unusually successful in instructional uses of microcomputers? (2) Are these patterns of use related to district and school policies regarding microcomputers? Organizational and compositional contexts of classrooms? Teachers' attitudes toward computers? Teachers' subject-matter and computer knowledge? (3) What do these teachers (and the research literature) recommend about educating teachers to incorporate microcomputer-based instruction into their teaching repertoire? Improving the quality of courseware?

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