Program Implementation and Student Achievement in a Four-Year Madeline Hunter Follow-Through Project

The Effect of Increasing Seatwork Time on English Achievement of High School Freshmen

“…McGarity and Butts's (1984) study which examined relationships of various teacher behaviors to time-on-task also supported this notion that achievement is more related to close monitoring, providing feedback, maintaining learner, using instructional time effectively, and managing disruptive behavior rather than increasing the quantity of time-on-task. There are some other experimental studies focusing on increasing time on-task that have found that it is possible to increase engaged time and still have no significant effect on student achievement (see, for example, Emmer & Aussiker, 1990;Slavin, 1987;Stallings & Krasavage, 1986).…”

Using the Madeline Hunter Direct Instruction Model to Improve Outcomes Assessments in Marketing Programs

“…During the maintenance year, the achievement scores went down from the previous years. The assessment by researchers pointed to a variety of possible causes but focused on underestimating the importance of maintaining a training program when the trainers are no longer around (Stallings & Krasavage, 1986). Hunter herself wrote a critical review of the last year of the project (Hunter, 1986) and the failure to maintain the proper controls to ensure that the teachers were properly using the method on new materials and properly implementing the method without the presence of trainers.…”

Productive curriculum time

“…Stallings and Krasavage (1986) studied the effects of a Follow Through project using Hunter's classroom process. Achievement and engagement rates were compared over 4 years of the project in grades 1 to 4.…”