Describes principled, research-based ways to consider vocabulary instruction. Focuses on the relationship between vocabulary knowledge and reading comprehension, the role of direct instruction, and definitional, contextual, and conceptual methods of vocabulary instruction. (SKC)

Argues that reflective practice informed by anthropological perspectives can help educators address practice-based puzzlements and improve educational practice in culturally diverse classrooms. Offers examples of how reflective practice, informed by anthropological concepts and methods and illuminated by understanding of different cultures,…

Assessed elementary teachers' attitudes toward reading instruction, the role of basal readers in reading instruction, and the needs fulfilled for students, teachers, parents, and school administrators through classroom reading instruction. Found a conflict between teachers' beliefs and their reported methods of teaching. (MM)

Summarizes the two-year Developmental Teacher Education (DTE) program of the Graduate School of Education, University of California at Berkeley. Describes a pilot study of the ways in which three DTE program graduates and three traditional teachers used the program's methods in their classrooms. (MDM)

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)

Discusses teachers' knowledge and beliefs about mathematics and how mathematics is best taught and learned. Considers interrelationships between beliefs and teachers' classroom practices. Argues that instruction is shaped by teachers' knowledge and beliefs and that meaningful change in instruction will entail fundamental changes in what teachers…

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)

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)

This case study illustrates an important change in one fifth grade teacher's views about mathematics teaching that occurred over the course of a year as a result of California's movement to reform mathematics teaching. However, the change did not appear to be reflected in the teacher's classroom practices. (BB)