This study empirically documents instructional practice with microcomputers early in the history of the technology's implementation in public schools. More specifically, the study (1) identifies patterns of microcomputer-based mathematics and science instruction employed by "successful" public school teachers; (2) determines whether these patterns are related to district and school policies, to classroom organization or composition, to teachers' attitudes toward computers, or their subject matter and computer knowledge; and (3) formulates recommendations for educating other teachers to incorporate microcomputer-based instruction and for improving instructional courseware.
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