Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten;" RRK) and its promise to improve outcomes for kindergarten…

Describes a staff development framework having four main components: a definition, a mapping sentence, a description of participant roles, and an evaluation perspective. Conditions are discussed for judging the worth of staff development activities, and examples of such activities are analyzed to show how the evaluation perspective is used in…

Considers the possibilities of inadequacies in either the staff development effort and/or the evaluation of the Madeline Hunter Follow-Through Program, and concludes that the long-term change in teacher behavior is more difficult to accomplish than had been anticipated. (Author/HOD)

Offers interpretations of some results of the Napa County, California, Follow-Through Project that tested the Hunter Teacher Decision-Making Model, also known as the Instructional Theory into Practice Model. (Author/HOD)

Explores the question of whether the failure of the MHITIP, designed to change teachers' behavior and student engaged rates in reading and mathematics, was related to a lack of maintenance of program skills or a failure of the program to increase student achievement. (Author/HOD)