Abstract
A quasi-experimental, treatment-control group investigation was designed to test the effects of introducing research findings from effective teaching and school leadership into ongoing school settings. Research findings were translated into observable staff developer and teacher behaviors. Following 5 days of training 3 weeks prior to the beginning of school, treatment staff developers implemented self-designed plans to increase effective teaching behaviors. Both staff developers and teachers recorded journal entries, and teachers were observed. Based on staff developer journal entries, a significant treatment effect was found for the transfer of all staff developer behaviors. Based on classroom observations, a significant treatment effect was found for teacher behaviors in 4 of 10 categories of effective teaching behaviors: academic planning and preparation, academic presentation, organizing for classroom management, and presentation of rules and procedures.
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