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Effects of Instruction Based on the Madeline Hunter Model on Students' Achievement: Findings from a Follow-Through Project
... First the thirteen studies will be synthesized, and then the nine more current studies will be reviewed in greater detail. It should be noted that two teams of investigators presented different phases of the same longitudinal study (Stallings, Robbins, Presbrey, & Scott, 1986;Stallings & Krasavage, 1986). Following the inclusion criteria, all the studies used control groups, however six were quasi-experimental, six experimental, and one was a combination of both (some of the subjects were randomly assigned while others were not). ...
... Duration, the length of time over which the professional development occurred, was not consistently described. Of those investigations reporting the duration of the professional development, it ranged from a brief two-week period (Streeter, 1986) to as long as three years (Stallings, Robbins, Presbrey, & Scott, 1986;Stallings & Krasavage, 1986;Talmage, Pascarella, & Ford, 1984). The duration for one study (Book, Duffy, Roehler, Meloth, & Vavrus, 1985) was not reported but the researchers provided three training sessions. ...
This study examined the impact of mentoring as a separate component of professional development on both teacher and student outcomes. Preschool teachers from Head Start centers and Public School programs were randomly assigned to condition and then received extensive professional development training over a two-year period. The teachers were observed three times per year in their classrooms using an observation instrument that measured the overall quality of language and literacy environment. The students were assessed three times per year to assess growth in the following emergent literacy skills: (a) phonological sensitivity, (b) print awareness and (c) expressive vocabulary. Both teacher and student measures were analyzed by condition, by site, and by condition controlling for site using growth curve analysis.
Mentoring was found to have no impact on teachers’ observation scores however the mentored teachers did have higher levels of compliance to implementing one of the emergent literacy activities. Children from mentored classrooms had significantly greater growth on the Elision subtest than children from non-mentored classrooms. More differences were found when the student data was analyzed by site than by condition.
... Significant links between gains in teacher knowledge, ratings of teaching quality, and student achievement gains were found by Mc-Cutchen et al. (2002) and Foorman and Moats (2004). Other factors related to student achievement are time on task and student engagement (Fisher et al., 1980;Stallings, Robbins, Presbrey, & Scott, 1986;Wharton-McDonald, Pressley, & Mistretta Hampston, 1998) and percentage of time in small-group instruction (Taylor, Pearson, Clark, & Walpole, 2000). ...
... There were, however, significant negative relations between teacher quality and the use of noninstructional time: teachers rated high in quality did not lose instructional time in lengthy transitions that were unrelated to reading (e.g., disciplining students, making announcements, having students line up and go to the restroom, being out of the classroom, and dispelling chaotic disruptions) but focused their energies on academic activities such as oral language development, phonemic awareness, and letter-sound instruction. Teachers with high-quality ratings, therefore, focused on instructional tasks as reported in other literature (Fisher et al., 1980;Stallings et al., 1986;Wharton-McDonald et al., 1998). These findings provide some evidence for the validity of the teacher-quality composite used, although fewer relations were noted between instructional variables and teacher knowledge. ...
This study investigated the relation of teacher characteristics, including ratings of teacher quality, to classroom instructional variables and to bilingual students' literacy and oral language outcomes at the end of the kindergarten year. Teacher characteristics included observational measures of oral language proficiency, quality, and classroom activity structure, as well as surveys of knowledge of reading-related skills. Student outcomes in both languages included letter naming, word reading, and phonological awareness and oral language composites. The study involved 141 teachers from a multisite project who were observed up to 3 times at the beginning, middle, and end of the year during their reading/language arts block while teaching English language learners to read in their primary language (Spanish) and/or in English. Teacher quality, but not teacher knowledge, was related positively to student engagement and negatively to time spent in noninstructional activities. Initial student and classroom performance, language of instruction and of outcomes, and teacher oral language proficiency in both Spanish and English predicted outcomes, whereas teacher quality was less related, and teacher content knowledge was consistently not related to student outcomes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Effectiveness was defined in terms of correlations between classroom processes and student outcomes. The strongest correlates of achievement were instructional time engaged in academic tasks, classroom management, and certain patterns of teacher-student interactions (Soar, 1973;Stallings, Robbins, Presbrey, & Scott, 1986). For disadvantaged students, the link between explicit instruction and achievement was notable (Stallings et al., 1986), a finding supported in other classroom-observation research (Brophy & Evertson, 1978;Good & Grouws, 1975). ...
... The strongest correlates of achievement were instructional time engaged in academic tasks, classroom management, and certain patterns of teacher-student interactions (Soar, 1973;Stallings, Robbins, Presbrey, & Scott, 1986). For disadvantaged students, the link between explicit instruction and achievement was notable (Stallings et al., 1986), a finding supported in other classroom-observation research (Brophy & Evertson, 1978;Good & Grouws, 1975). Current reading research builds upon this research by employing longitudinal, multilevel designs that nest time within student, student within classroom, and classroom within school. ...
This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.
© 2001 Association for Psychological Science.
... Effectiveness was defined in terms of correlations between classroom processes and student outcomes. The strongest correlates of achievement were instructional time engaged in academic tasks, classroom management, and certain patterns of teacher-student interactions (Soar, 1973;Stallings, Robbins, Presbrey, & Scott, 1986). For disadvantaged students, the link between explicit instruction and achievement was notable (Stallings et al., 1986), a finding supported in other classroom-observation research (Brophy & Evertson, 1978;Good & Grouws, 1975). ...
... The strongest correlates of achievement were instructional time engaged in academic tasks, classroom management, and certain patterns of teacher-student interactions (Soar, 1973;Stallings, Robbins, Presbrey, & Scott, 1986). For disadvantaged students, the link between explicit instruction and achievement was notable (Stallings et al., 1986), a finding supported in other classroom-observation research (Brophy & Evertson, 1978;Good & Grouws, 1975). Current reading research builds upon this research by employing longitudinal, multilevel designs that nest time within student, student within classroom, and classroom within school. ...
This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary -school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.
... The lesson plan description is not procedural but a declarative list of what the teacher will teach the students. The Madeline Hunter model lesson plan (see Figure 1) would be more procedural than this one (Hunter, 1976;Stallings, 1985;Stallings et al., 1986). The phases (anticipatory set, objective and purpose, input, modeling, check for understanding, guided practice, independent practice, and closure) accompanied the activities described in the corresponding description column. ...
This chapter describes the possibilities and challenges of using generative AI in teacher education from the perspective of classroom researchers. We followed these steps in the chapter: select a lesson, analyze the lesson, use the results of the lesson analysis to create prompts in generative AI, ask the generative AI to make a lesson plan using the prompt, and discuss the possibilities and limitations of the lesson plan. Considering that teachers work long hours and are inevitably involved in planning lessons, it is essential to focus on creating lesson plans, a part of lesson preparation. We will make clear whether there is potential for teachers to interact with generative AI when creating lesson plans and whether there is potential for the created lesson plans to be accepted into the school and teacher culture. If it were possible to create lesson plans using generative AI, or if it were possible to create instructional plans that would suggest lesson content, it would contribute to reducing the burden on teachers even if
it does not directly contribute to improving their work style.
... The widespread use of programmed instruction in the early 1950s, the Model of School Learning proposed by John Carroll at the end of the 50s, and the Mastery Learning Model that is an advanced form of the Model of School Learning were the practices that were suggested completely with the aim of understanding and managing the nature of the teaching process. Likewise, the teaching models put forward by Madeline Hunter, Barak Rosenshine in the later periods, and the recently used Robert Marzano's teaching model are all aimed at enhancing the quality in the teaching process and carrying out a qualified teaching practice (Caroll, 1963;Gentile, 1988;Marzano, 2007;Rosenshine, Meister, & Chapman, 1996;Rosenshine, 2012;Stallings, Robbins, Presbrey, & Scott, 1986;Stallings & Krasavage, 1986). The most important result of the research on the teaching process and the quality of teaching is the correlation between the academic success of students and the quality of teaching. ...
Article History The aim of this study is to examine the relationships between classroom teaching, self-efficacy, and motivation in the context of social studies lesson. The research was of the survey type and the predictive correlational design was preferred. A total of 1301 middle school seventh grade students participated in the study. Social Studies Motivation Scale (SSMS), Social Studies Self-Efficacy Scale (SSSES), and Responsive Environmental Assessment for Classroom Teaching in Social Studies [REACT/SS] to determine perceptions of the students about the teaching process were used as data collection tools. SSMS consists of a total of five factors and twenty-one items. SSSES consists of a single factor and twenty-three items, while REACT/SS consists of six factors and thirty-five items. Correlation analysis and multiple regression analysis were applied to the data obtained from the study. According to the results, REACT / SS scores of middle school students are a significant predictor of students' self-efficacy and motivation levels. Again, students' self-efficacy levels predict their motivation levels significantly. According to the results obtained from the study, it was determined that the instruction given by the teacher in the classroom was an important variable on self-efficacy and motivation that directly affect the academic success of the students. In this context, it can be said that the teacher is very effective on two critical variables affecting the students' academic achievement. The results of the study are considered to have multiple effects on both pre-service and in-service teacher trainings.
... This finding is consistent with related research that focused on the effects of peer coaching on various forms of program evaluations (J. W. Little, Galagaran, & O'Neal, 1984;Robbins & Wolfe, 1987;Stallings & Krasavage, 1986). Peer-coached program administrators were better able to define program evaluation, state goals and outcomes for their programs, and develop questions related to the NAGC Standards. ...
To increase knowledge and skills in program evaluation, a peer-coaching intervention provided one-on-one professional development to gifted program administrators. This randomized field study examined the effects of peer coaching on evaluation knowledge and skills and on administrators’ concerns about implementing more rigorous program evaluations. In addition, the peer-coaching intervention focused on increased access to program services for culturally diverse and low-income gifted learners. Results revealed a statistically significant increase in gifted administrators’ knowledge of and skills in program evaluation attributed to the peer-coaching intervention. Peer-coached program administrators were less distracted and more focused on implementing program evaluation and reported decreased concerns about implementing them. Peer coaching did not increase placements for culturally diverse and low-income learners in program services; however, peer coaching positively affected referral rate for traditionally underrepresented groups.
... Considerable evidence supports the role of teacher demonstration in the teaching of initial reading skills. Students of teachers who use explicit instruction to teach basic skills learn more than students who receive less explicit instruction such as discovery learning (e.g., Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998;Gunn, Smolkowski, Biglan, Black, & Blair, 2005;Klahr & Nigam, 2004;Kulik, Kulik, & Bangert-Drowns, 1990;Stallings, Robbins, Presbrey, & Scott, 1986). Modeling the appropriate response allows students to imitate the response, which is faster than trial-and-error learning and individual discovery (Meltzoff et al., 2009;Smith, 1979). ...
This paper describes the technical adequacy and potential uses of an observation system used to measure the quality of literacy instruction in kindergarten classrooms. The Classroom Observations of Student-Teacher Interactions (COSTI) documents the frequency of four student-teacher interactions during beginning reading instruction: explicit teacher demonstrations, student independent practice, student errors, and teacher corrective feedback. Data were collected during kindergarten reading instruction, and the analyses address reliability, stability of the coded teaching behaviors, and predictive validity. Results indicated that data could be collected reliably and that teachers' provision of opportunities for independent student practice was stable across the school year. Student independent practice opportunities also predicted gains in several important reading outcomes. Implications are discussed, including potential uses of the instrument for providing teachers with feedback on their literacy instruction and for extending the knowledge base on effective literacy instructional practices.
... Teaching eVectiveness was measured in two diVerent ways. The Wrst measure was a form we developed out of the eVective schools literature (e.g., Stallings, Robbins, & Presbrey, 1986;Ysseldyke & Christenson, 1993) called Checklist of Teacher Competencies, which observers completed once in the middle of the year. This Checklist consisted of 29 items in the following Wve categories: Planning (e.g., the lesson sequence is followed appropriately, four items), management (e.g., teacher maintains a classroom environment that minimizes distractions and is appropriate for learning, Wve items), instruction (e.g., teacher presents and delivers the lesson eVectively, seven items), monitoring of students' learning (e.g., teacher records student progress eYciently, eight items), personal characteristics (teacher is knowledgeable about how children learn to read, teacher shows respect for-and responsiveness to-cultural and personal diversity). ...
The objective of this investigation was to examine how instructional practices in 107 first- and second-grade classrooms in 17 high poverty schools moderate the impact on literacy outcomes of literacy-related skills students bring to the classroom. Ratings of teaching effectiveness and time allocation to literacy activities were obtained. Twenty time allocation variables were reduced into seven patterns of literacy activities that were examined as predictors of reading and spelling outcomes. Students’ initial reading ability and interactions of teaching effectiveness ratings by time allocation components predicted reading and spelling outcomes. Discussion centers on immutable versus flexible views of reading development and analytic approaches to examining instructional practices.
... An extensive body of school effectiveness research has investigated the relationship between classroom practices and student outcomes. It has been demonstrated that students' achievement is correlated with instructional time engaged in academic tasks and certain patterns of classroom management and teacher–student interaction (Soar, 1973; Stallings, Robbins, Presbrey, & Scott, 1986). Haahr and colleagues (2005) investigated whether individualized reading instruction leads to better reading achievement than reading instruction as a whole-class activity. ...
This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers (n = 4,210) and remedial teachers (n = 2,395). Results indicate that the six support systems differed substantially, with effective support systems showing high performance on all variables measured. More specifically, effective support systems were characterized by (a) high levels of both teacher and student support and (b) frequent interactions between teachers and remedial teachers as well as between remedial teachers and diagnosticians. The high prevalence of poor reading ability in the current EU member states demonstrates that educational reforms are critically needed. The results of this study provide concrete starting points for improving support systems for poor readers.
A form of peer coaching was used with preservice special educators using The Scale for Coaching Instructional Effectiveness (SCIE; Hasbrouck, 1994). Eleven pairs of preservice teachers (PTs) engaged in a preliminary demonstration study of a "mediated" form of peer coaching, facilitated by seven experienced consulting teacher/mediators. The PTs designed and implemented lessons for children enrolled in a 4-week skills-remediation program. The 22 PTs participated in three peer coaching sessions across the 4 weeks of the program. Analysis of data from 132 observations and three case studies indicated that the PTs improved their (a) interrater reliability across the three observations and (b) teaching skills (i.e., planning and organization, instruction, and classroom management) as measured by the SCIE. In questionnaires completed after training, participants also reported that using the SCIE for peer coaching enhanced their teaching skills, self-confidence, and sense of professionalism.
We focus on the evolution of an innovative classroom observation instrument designed to evaluate teachers' instructional emphasis on eight dimensions of procedural understanding in mathematics. The instrument allows the observer to select among a number of categories as instruction unfolds, and the results are compiled to produce a quantitative measure of the time spent in each category. The instrument produces plots of the frequency distribution as well as the chronological-progression from category to category. The instrument will be presented in the context of the professional development projects for which it was developed, and the potential for adapting the instrument to other settings will also be discussed.
The basic skills achievement of students of 48 elementary school teachers who received in-service training in a program based on the work of Madeline Hunter, the Program for Effective Teaching (PET), was compared to the achievement of students of a sample of 34 teachers who had not received PET training (NOPET). The design was longitudinal in that classroom performance data were available for 4 consecutive years, the first being the year during which the PET training took place. Hunter's contention that 2 years of practice with PET subsequent to initial training are necessary for most teachers to achieve the "expert" teaching level was tested by comparing the average profiles for the 2 teacher groups. No evidence was found to support the hypothesis that trends over time favored the performance of students of PET teachers relative to the performance of students of NOPET teachers.
This study introduces marketing educators to the Madeline Hunter Direct Instruction Model (HDIM) as an approach to significantly and substantially improve student learning through course-embedded assessment.The effectiveness of the method is illustrated in three different marketing courses taught by three different marketing professors. The results demonstrate double-digit improvement in student achievement. Examples of application exercises are provided. The HDIM offers a viable tool for use in an environment in which marketing faculties are increasingly required to demonstrate course-embedded assessment as part of annual review, promotion, and tenure processes.
This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. Eighty-seven studies met these criteria, of which 36 used random assignment to treatments. There was limited evidence supporting differential effects of various mathematics textbooks. Effects of CAI were moderate. The strongest positive effects were found for instructional process approaches such as forms of cooperative learning, classroom management and motivation programs, and supplemental tutoring programs. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.
More than ever before, researchers and policymakers expect general education classroom to be the first line of defense in efforts to prevent reading difficulties. Preventing reading difficulties through evidence-based beginning reading instruction research features prominently in the 2002 No Child Left Behind legislation (NCLB; P. L. 107-110) and in the 2004 amendments to the Individuals with Disabilities Act (IDEA). The purpose of this chapter is to describe the experimental and quasi-experimental methodological approaches that have been used to examine the effects of professional development in reading on teachers’ instructional practices and students’ reading outcomes and to evaluate the chain of causal linkage in the more recent studies. The first section of the chapter provides a brief history of relevant research. The second section summarizes findings of the National Reading Panel (NRP, 2000) Report and those of a recent review of the literature (Clancy-Menchetti & Al Otaiba, 2006). The final section synthesizes what we have learned from the research.
This study examines the extent to which literacy is a unitary construct, the differences between literacy and general language competence, and the relative roles of teachers and students in predicting literacy outcomes. Much of past research fails to make a distinction between variability in outcomes for individual students and variability for outcomes in the classrooms students share (i.e., the classroom level). Utilizing data from 1342 students in 127 classrooms in Grades 1-4 in 17 high poverty schools, confirmatory factor models were fit with single- and two-factor structures at both student and classroom levels. Results support a unitary literacy factor for reading and spelling, with the role of phonological awareness as an indicator of literacy declining across the grades. Writing was the least related to the literacy factor but the most impacted by teacher effects. Language competence was distinct at the student-level but perfectly correlated with literacy at the classroom level. Implications for instruction and assessment of reading comprehension are discussed.
Too little attention may have been paid in the past to the importance of classroom layout in reducing or increasing children's learning difficulties. Although the approach described by Deborah Lucas, educational psychologist, London borough of Croydon, and Gary Thomas, senior lecturer, Oxford Polytechnic, is not a panacea for learning difficulties, both authors believe matching classroom ‘geography’ to teaching aims and styles may prevent certain difficulties from arising.
If children are to be included in the classrooms of the future, then it is important to think about how one can learn from the ideas of the young people themselves. The research described here by Vanessa Penrose, Gary Thomas and Clara Greed concerns a pilot project to gather preliminary data about children's views and opinions on design. The results suggest that there is much to be gained from more extensive research in this area.
The components of effective reading instruction are the same whether the focus is prevention or intervention: phonemic awareness and phonemic decoding skills, fluency in word recognition and text processing, construction of meaning, vocabulary, spelling, and writing. Findings from evidence-based research show dramatic reductions in the incidence of reading failure when explicit instruction in these components is provided by the classroom teacher. To address the needs of children most at risk of reading failure, the same instructional components are relevant but they need to be made more explicit and comprehensive, more intensive, and more supportive in small-group or one-on-one formats. The argument is made that by coordinating research evidence from effective classroom reading instruction with effective small-group and one-on-one reading instruction we can meet the literacy needs of all children.
In this paper, the report by the Committee on the Prevention of Reading Difficulties in Young Children is discussed from a practitioner's perspective. The many and notable strengths are described, including the comprehensive review of the topic, the balanced manner of the report's conclusions, and the way in which the report was written. The weaknesses of the report also are presented.
A thesis in the DEPARTMENT OF SPECIAL EDUCATION AND REHABILITATION SCIENCES, Faculty of Education. Submitted to the School of Postgraduate Studies, University of Jos in partial fulfillment of the requirements for the award of the degree of DOCTOR OF PHILOSOPHY of the UNIVERSITY OF JOS. NOVEMBER, 2006 This study examined the empirical validation of beginning reading skills for Nigerian primary schools using three structured methodologies. Specifically the study was designed to find out whether there would be reading gains on the part of the pupils following the application of the three methods and their levels of effectiveness including which one would be discovered most effective following the pupils’ performance on test. The sample was made up of two hundred and seventy pupils of primary four classes from three primary schools in Jos metropolis, Plateau State. The sample was divided into three major groups of ninety pupils each. The groups were named A, B, and C, were assigned the experimental methods (phonic, whole language, and interactive) respectively, and were given instruction using the structured methodologies simultaneously. The Reading Achievement Assessment Instrument was used for data collection. The instruction using the three structured methodologies took fourteen weeks simultaneously for the three groups. Statistical tools which included: t –test, analysis of variance (ANOVA), and post hoc tests were used for data analyses. The findings revealed that the three structured methodologies were effective in the development and acquisition of beginning reading skills among the children. The instruction involving phonics method proved most effective followed by interactive method before whole language method. The findings were interpreted in terms of their implications for reading in the primary school setting.
Desde el marco teórico de la teoría de la profecía autocumplida, se examina la influencia de las creencias académico-sociales del profesor sobre las habilidades y comportamientos del alumno. Asimismo, se especifica la naturaleza de las variables que determinan dichas creencias y el proceso que da lugar a que las mismas sean confirmadas por las actividades académicas y las conductas sociales del alumno en el aula. Al respecto, se aportan los resultados de recientes investigaciones que plasman el estado de la cuestión en este área. Por último, se esbozan algunas posibles pautas de actuación para que los docentes puedan incrementar el control sobre el proceso educativo, orientándolo en la forma deseada.
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