Abstract
The purpose of this investigation was two-fold: (1) to determine to what degree teachers trained in the Hunter science of teaching model appropriately applied the skills and strategies of the model, and (2) to determine what intervening and school context variables influenced the final outcome. The sample for the study was comprised of fourteen first through fourth-grade teachers in two elementary schools. An observation instrument called the Instructional Skills Observation Instrument (ISOI) was designed to measure teachers' ability to apply four instructional skills (anticipatory set, instruction, guided practice, and independent practice). For the pretest, each teacher was observed four times, twice teaching reading and twice teaching math. Following the pretest the teachers participated in three full-day inservice sessions scheduled once a month. These sessions were designed to train teachers in the Hunter scientific teaching model. The training processes used for the training followed a pattern of (1) presentation of theory, (2) modeling or demonstration of the skills, (3) practice with feedback, and (4) on-site coaching. Posttesting was conducted in the same manner as the pretest. Using the Paired-t Test, t values for the mean difference scores were found to be significant at the .05 level. This statistical test indicated that the teachers as a whole were able to appropriately apply the skills and strategies which they had been taught. Interviews, inservice evaluations, classroom observations, and field notes were used to collect qualitative data for the second part of the study. Identified were several intervening and school context variables which appeared to influence the application of skills in the classroom. Excerpts from the narrative records were used to illustrate teacher and trainer perceptions of those elements which appeared to facilitate or hinder the implementation of skills.