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Stallings, Jane – Journal of Educational Research, 1985
This article reports on the first year of a Madeline Hunter program implementation study. Thirteen teachers in two schools were observed before and after a three-month intervention to identify relationships between staff development programs, teacher implementation of the program, student engaged rates, and student achievement in reading and…
Descriptors: Academic Achievement, Elementary Education, Elementary School Mathematics, Program Implementation
Peer reviewed Peer reviewed
Stallings, Jane; And Others – Elementary School Journal, 1986
Evaluates the effect of a comprehensive teacher training program in Instructional Theory into Practice (ITIP) on student achievement. Reports findings of two phases of a four-phase Follow-Through study. Achievement test scores indicate that students in the project made significant gains in reading and mathematics. (DR)
Descriptors: Achievement Gains, Classroom Techniques, Comparative Analysis, Elementary Education
Peer reviewed Peer reviewed
Stallings, Jane; And Others – Journal of Research in Childhood Education, 1986
Examines the engaged rates of children in kindergarten to fourth grade for differences and makes some assessment of attention span as it relates to engaged rate and achievement. (HOD)
Descriptors: Academic Achievement, Age Differences, Attention Span, Comparative Analysis
Peer reviewed Peer reviewed
Stallings, Jane; Krasavage, Eileen M. – Elementary School Journal, 1986
Describes findings from a Madeline Hunter Follow-Through Project in two Napa County, California schools over a four-year period that explored the relationships between program implementation and elementary school children's achievement in reading and mathematics. (Author/HOD)
Descriptors: Academic Achievement, Early Childhood Education, Elementary Education, Longitudinal Studies