Call Number (LC) Title Results
ED275521 Biological Science Grade 7. An Instructional Course Outline. Publication No. SC-862 1
ED275522 Industrial Technology. Iowa Developed Energy Activity Sampler, 6-12. Revised 1
ED275523 A Guide to Curriculum Development in Science. A Curriculum Coordinating Committee Report 1
ED275524 Science. Iowa Developed Energy Activity Sampler, 6-12. Revised 1
ED275525 Social Studies. Iowa Developed Energy Activity Sampler, 6-12. Revised 1
ED275526 Home Economics. Iowa Developed Energy Activity Sampler, 6-12. Revised 1
ED275527 Energy Conservation Activities for Elementary Grades (Or How to Help Slim Down the Energy Monster). Iowa Developed Energy Activities Sampler, Intermediate 3-5. 1
ED275528 Energy Conservation Activities for Elementary Grades (Or How to Help Slim Down the Energy Monster). Iowa Developed Energy Activities Sampler, Primary K-2. 1
ED275529 Mathematics. Iowa Developed Energy Activity Sampler, 6-12. Revised 1
ED275530 Mathematics. Grades 3, 6, 8, 10, 12. State Goals for Learning and Sample Learning Objectives 1
ED275531 Biological and Physical Sciences. Grades 3, 6, 8, 10, 12. State Goals for Learning and Sample Learning Objectives 1
ED275532 FAST Foundational Approaches in Science Teaching. Instructional Guide / 1
ED275533 Evaluation Guide - Foundational Approaches in Science Teaching (FAST) 1
ED275534 An Analysis of Science Curricula in the United States. Second IEA Science Study (SISS), United States 1
ED275535 Research on the Teaching and Learning of Mathematics Some Remarks from a European Perspective / 1
ED275536 Students' Decision-Making Congruence in Mathematics Classrooms A Person-Environment Fit Analysis / 1
ED275537 Social Sciences in Forestry. A Current Selected Bibliography and Index. No. 68 1
ED275538 Science and Social Issues. Competency Based Curriculum Guide 1
ED275539 Water, Water, Everywhere...A Guide to Marine Education in Oregon. Second Revised Edition 1
ED275540 An Implementation Study An Analysis of Elementary Student and Teacher Attitudes toward Science in Process-Approach vs. Traditional Science Classes / 1