Responds to Robert Slavin's criticism of the Hunter model by listing recent research projects validating this teaching strategy. Defends the Hunter model as an effort to change teaching decisions based on tradition and folklore to theory based on judgments and wisdom. (MLH)

Madeline Hunter's statements and teaching examples lead to a conception of teaching best described as a teacher-centered, funnel model. The Hunter lesson design may be useful to science teachers for some instructional objectives, but it cannot be expected to improve the state of science education. Includes five references. (MLH)

Presents 10 models providing a solid foundation for designing curricula that help students make valuable connections while learning. Beginning with exploration within single disciplines (the fragmented, connected, and nested models), and continuing with models integrating across several disciplines, the continuum ends with models operating within…

Interviews Bob Slavin, a research director at Johns Hopkins Center for Research on Elementary and Middle Schools. Explains Success for All, an early intervention strategy to ensure that students reach third grade with adequate skills. Critical of Madeline Hunter's mastery learning model, Slavin urges practitioners to demand research-based trials…

Describes Baltimore County (Maryland) Public Schools' integration of a mastery learning project for third and fourth graders begun in 1980 with a subsequent thinking skills project. The basic premises of each program (that students will learn well, given time and appropriate instruction) were similar. A sidebar illustrates the divergent…

Whereas the writing process is recursive, Instructional Theory into Practice (ITIP) is a linear, sequential series of instructional decisions. By understanding the relationship between these two models, staff development and curriculum specialists can assist teachers by coordinating support group sessions and followup training using a common…

Too many middle school students struggle to comprehend their textbooks in science and other content areas. Thus, many adolescent learners lag behind in developing scientific literacy, which the National Research Council has defined as sufficient understanding of the scientific concepts and processes required for personal decision making,…