Small-group instruction has the potential to support students' reading growth. Teachers can use knowledge of students' skill profiles to inform the types and amounts of instruction they provide; however, the extent to which teachers do this is largely unknown. Among first (n = 661) and third graders (n = 364), we investigated whether (1) teacher…

Reviews research studies which deal with the relationship between the time students spend engaged in learning and their subsequent achievement performance, and examines the emerging implications of these studies for the classroom teacher. (MP)

Presents data from a study investigating whether pupil involvement in tasks was different for high, middle, and low achievers. Results of the study are presented in nine tables. (BR)

Provides an overview of the research findings on the relationship between time spent on learning and student academic achievement and discusses implications of this research for improving the use of time spent on learning. (MP)

Describes a four-year Follow-Through Research Project that investigates the effects of a comprehensive staff development program, based on Madeline Hunter's Instructional Theory into Practice Model, designed to improve instruction on student engaged rates and achievement in reading and mathematics. (Author/HOD)

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)