The paper describes results of studies conducted in Western Australia and Georgia. The implemented curricula in high school science and mathematics emphasized rote learning of facts and algorithms. Teachers used a learning model which assumed that knowledge was siphoned to students from the teacher, the textbook or the chalkboard. Whole class interactive activities in which the teacher providing explanations interspersed with questions directed to the whole class occurred most frequently. These activities ~ere dominated by the more able males. Seatwork activities, during which students worked independently on drill and practice exercises, were also common. There were few small group activities.