Specifically, there were five components of the training model. The timeframe for implementation of the Natural Approach model was three years. The cycle included 12 to 15 days of training per year, beginning with one week during the summer, followed by two-day sessions during the school year. This training included four days of theory and research, application of the theory between sessions, observations of application by other teachers, and feedback and guidance to each other. Clarity indicates the degree to which the research message was clear, i.e., understood.
Conformity indicates the degree of agreement with the research message.
In their comments, some teachers shared that their clarity and conformity were enhanced because they happened to share a similar philosophy of second language acquisition while others experienced them as a result of learning a second language or observing someone learning a second language. A third component of the study was to determine how knowledge and perception of relevance factors related to use of research-based strategies. These findings warranted continued search for other influencing factors but also provided information on the effects that this effort was having on teachers. Specifically, these teachers thought that research was important to their teaching, and, most significantly, they were gratified by the involvement in research-based teaching. Teachers' Outlook about Their Teaching Demographic and interview data provided a history of the teachers' work with LEP students and yielded certain impressions.