The Napa-Vacaville Follow-Through Project: Qualitative Outcomes, Related Procedures, and Implications for Practice.

Robbins, Pamela

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Peer reviewed

ERIC Number: EJ346012

Record Type: Journal

Publication Date: 1986

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The Napa-Vacaville Follow-Through Project: Qualitative Outcomes, Related Procedures, and Implications for Practice.

Robbins, Pamela

Elementary School Journal, v87 n2 p139-57 Nov 1986

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)

Descriptors: Academic Achievement, Early Childhood Education, Elementary Education, Longitudinal Studies, Mathematics Achievement, Program Implementation, Reading Achievement, Staff Development, Teacher Behavior, Teaching Methods, Theory Practice Relationship, Time on Task

Publication Type: Journal Articles; Reports - Descriptive; Reports - Evaluative; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: California

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Author Affiliations: N/A