ERIC Number: ED095186
Record Type: Non-Journal
Publication Date: 1974-Aug-6
Reference Count: N/A
What Teachers Do Does Make a Difference--A Study of Seven Follow Through Educational Models.
This report describes a study of the classroom implementation of seven Follow Through sponsors' models to assess whether or not planned variation exists and to investigate the impact on child achievement tests of the various classroom processes or procedures used by the different sponsors. The sample represents approximately 20 first grade and 20 third grade classrooms for each of seven Follow Through sponsors, at five or more sites per sponsor. Program implementation in the classroom is judged on the basis of the extent to which a sponsor's classrooms are found to be uniform on selected implementation variables, and the extent to which they differ from the traditional non-Follow Through classrooms on the same set of variables. The following were observed in the classrooms: (a) methodology used in the study of implementation, (b) implementation findings, (c) child behavior, (d) test scores, and (e) results of analysis of variance study. Findings show that the educational practices employed in Follow Through classrooms seem to be resulting in predictable and desired outcomes for the children. The author concludes that the Follow Through program of planned variation is being successfully implemented, and that the seven sponsored models considered in this report are each working to the advantage of children--not by chance but by careful design. (PD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Research Inst., Menlo Park, CA.