Describes the implementation of a master teacher program in the Webster Groves School District, St. Louis County, Missouri, in which teachers systematically identified as excellent in instructional practice were given specialized training and support to enable them to become in-service leaders and workshop directors in staff development…

Examined the instructional reform process in 17 middle schools. Reforms included heterogeneous grouping, cooperative learning, active learning, and interdisciplinary instruction. All reforms relied on teachers' willingness to change daily instructional content or strategies. Heterogenous grouping and interdisciplinary instruction posed the…

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)

Summarizes the classroom and school literature on the effects of teacher expectations, proposes a school-based model for the influence of teacher expectations on student performance, and describes applications of the model in Connecticut's school improvement efforts. (RH)

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)

Describes a model used for implementing middle grade reform in California public schools. Ten regional networks of 8 to 12 schools in geographic proximity were formed. Results of an evaluation indicated that, when supported by colleagues in their regional network, educators working in interdisciplinary teams implemented reforms in curriculum,…