Date of Award
Doctor of Education
Dr. David Cowden
Dr. Patrick Jenlink
Dr. Linda Voit
The main purpose of this study was to determine if teacher participation in Instructional Theory Into Practice (ITIP , Hunter, 1978) training resulted in any difference in student achievement. Student outcomes were measured by scores received on the district's Exit Level Mathematics Test (Roseville Community Schools, 1986).
The study took place in Roseville Community Schools. Six hundred forty-nine students and 32 teachers in Grades 3, 4, and 5 participated.
Fourteen teacher observations were included to confirm the appropriateness and frequency of ITIP strategies in classroom instruction. Observers using the Instructional S kills Observation Instrument (ISOI, Wolfe, 1984) scored non-ITIP-trained teachers higher than ITIP-trained teachers.
An analysis of variance (ANOVA) was used to determine if differences existed in student achievement between students who had been taught by teachers who participated in ITIP training and students who had been taught by teachers who had not participated in ITIP training. Data were presented on the number of years students had been exposed to teachers with ITIP training.
The results of the data were determined to be significant at the .05 alpha level.
The findings supported the following hypothesized relationships between the degree of ITIP training for teachers and their students' performance on an Exit Level Mathematics Test: (a) ITIP training versus no ITIP training , (b) ITIP 1-year contact versus no ITIP training , (c) ITIP consecutive contact versus no ITIP training , (d) ITIP intermittent contact versus no ITIP training , and (e) ITIP consecutive contact versus ITIP 1-year contact.
The findings failed to support the following hypothesized relationships between (a) ITIP intermittent contact versus ITIP 1-year contact and (b) ITIP intermittent contact versus ITIP consecutive contact.
O'Kray, Martha, "An Analysis of Student Math Scores Based Upon Teacher Training in the Instructional Theory into Practice Model" (1992). Dissertations. 1973.