Abstract
This paper reports the results of two experimental studies of teaching in A.S.E.P. classrooms. Initially, two instruments designed to measure teacher educational values were administered to 157 persons. Six teachers and 15 science Diploma in Education students representing the major value orientations identified were selected for the experimental studies. Half the experienced teachers received inservice training and half did not. The data indicate that training in the use of the materials was beneficial, particularly for teachers whose values are dissonant to those embodied in the new curriculum. Classes of the diplomates were assigned to three treatments which differed in the degree to which activities were structured by the teacher and the materials. The relationships found in this study were complex, but do indicate that additional structuring by the teacher can be advantageous while too great a divergence from the curriculum guide is likely to lead to lower achievement.