A Study of Implementation of Madeline Hunter's Model and Its Effects on Students

This article reports the results of a Madeline Hunter program implementation study. The study was conducted by the NAPA County Unified School District as one of the NTE-funded Follow Through grants. The research sought to identify the relationships between staff development programs, teacher implementation of the program, students’ engaged rates, and student achievement. This article reports the findings at the completion of the first full year of data collection.The sample includes 13 teachers in two schools representing two school districts. All of the teachers were observed before and after a three-month intervention where the Madeline Hunter five-step lesson plan was taught. The 257 students included in the analyses have pretest and posttest scores for observed engaged rates and achievement tests in both reading and mathematics.The correlational results suggest a significant relationship between program implementation and engaged rate in both reading ip < .05) and mathematics ip < .01). Program implementation is significantly related to mathematics achievement test scores ip < .01) but not to reading scores. Engaged rate and achievement are related in reading ip < .0Q1) and for mathematics ip < .07).