ERIC Number: ED201610
Record Type: RIE
Publication Date: 1981-Apr
Minimal Teacher Training Based on Correlational Findings: Effects on Teaching and Achievement.
Coladarci, Theodore; Gage, N. L.
Four classroom-based experiments in which teachers were trained to use a direct instruction model were analyzed to compare the results of intensive and minimal training methods. The direct instruction model involves extensive coverage of content, student time allocated to instructional tasks, and teacher time allocated to the encouragement of students. The observed results of those studies indicated that teachers could receive minimal training in a teaching method and successfully implement it in the classroom with significant improvement in student achievement. A fifth study, designed to test these findings, failed to corroborate the positive results obtained previously. After a year-long study, experimental-group teachers with a minimum of training did not evidence markedly greater conformity to the training recommendations than the control-group teachers did. The classes of these two groups of teachers were not appreciably different in end-of-year student academic achievement. Training-related behavior among experimental-group teachers was not modified enough to effect appreciable changes in subsequent student achievement. These results, and the results of the previous four studies, are analyzed, and recommendations are made for further research. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April, 1981). Contains some light print.