An investigation of the relationships between components of the Hunter model, grade level, subject area, and student achievement



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The dual purpose of this study was first, to investigate the relationship between the generic/specific aspects of teaching behaviors and the contextual variables of subject area and grade level and second, to investigate whether or not these behaviors can be combined into a model of teaching that will be effective across those contextual variables. The Madeline Hunter Instructional Theory into Practice Model was chosen as the model through which the investigation would be conducted. The sample consisted of 21 second grade teachers and their 310 students and 18 fifth grade teachers and their 33S students. A school district observation instrument was developed and used to record teacher behaviors of the Hunter Model. Student achievement data was collected from the Metropolitan and California Achievement tests and converted to Normalized Curve Equivalent Scores to permit comparison. [...]