Comments on the Napa County, California, Follow-Through Project

Abstract

This article offers interpretations of some results of the Napa County, California, Follow-Through Project that tested the Hunter Teacher Decision-Making Model, also known as the Instructional Theory into Practice model. Although the project only partially implemented the model, time-on-task and student achievement increased in the second and third years of the project when teachers used their newly acquired professional skills. These gains were not maintained in the fourth year, however. Several possible reasons for this regression are discussed: the lack of close supervision by project staff during the fourth year; a lack of principal leadership during the fourth year; rigid implementation of the model; failure of teachers to transfer their new skills to other modes of teaching; the failure of the training to include information about a variety of modes of teaching; the fact that teachers learned difficult skills (task analysis and teaching to an objective) first in the training; and the use of inappropriate practice exercises for students.