Manson’s Model (1982) is a teacher effectiveness model

 

 

What is Manson's Model?

Manson's Model is a teacher effectiveness model developed by Gary Manson in 1982. It is structured around the Presage–Process–Product (PPP) paradigm, a classic research framework used to study teaching and learning. The model posits that effective teaching (the Product) is the result of a dynamic interplay between teacher characteristics (Presage) and classroom interactions (Process).

History & Origins

• Developer: Gary Manson, a researcher in geography education and teacher effectiveness.
• Publication Year: 1982, detailed in his chapter "A Synthesis of Research in Teacher Effectiveness" for the Journal of Teacher Education and other educational research publications.
• Intellectual Context: The model emerged during the peak of process-product research in the 1970s and early 80s, which sought to identify specific teacher behaviors (processes) that reliably lead to better student outcomes (products). Manson's work was a synthesis aimed at bringing clarity to the vast, sometimes contradictory, findings in this field.
• Core Philosophy: Teaching effectiveness is not random; it is a system where inputs (Presage variables) influence the teaching act (Process), which in turn directly shapes student outcomes (Product).

Components & Design: The Presage-Process-Product Framework

Manson's model organizes the variables of teaching into three interconnected domains. The key insight is that these domains are causally linked and interdependent.

1. PRESAGE Variables (The Inputs)

These are the pre-existing conditions the teacher brings to the classroom before instruction begins. They shape how the teacher will operate in the Process phase.

• Teacher Characteristics:
• Formal Attributes: Teaching credentials, years of experience, subject-matter knowledge.
• Psychological Attributes: Attitudes, beliefs, values, expectations, personality traits (e.g., warmth, flexibility, self-efficacy).
• Cognitive Attributes: Intelligence, pedagogical content knowledge (PCK), reasoning ability.
• Contextual Characteristics:
• Student Variables: Age, ability levels, socioeconomic background, prior knowledge, motivations.
• School/Community Variables: School culture, administrative support, available resources, parental involvement, community values.
• Curriculum Variables: Subject matter, prescribed standards, and available materials.

2. PROCESS Variables (The Actions)

These are the observable behaviors and interactions that occur in the classroom. This is the "black box" where teaching and learning happen. Manson and other researchers focused on identifying which processes were most linked to positive products.

• Key Process Categories:
• Instructional Strategies: Use of direct instruction, inquiry-based learning, cooperative learning, differentiation.
• Classroom Management: Efficiency in routines, time-on-task, clarity of rules, prevention of disruptions.
• Learning Environment: Climate (supportive vs. threatening), quality of teacher-student rapport, encouragement of student participation.
• Teacher Communication: Clarity of explanations, use of questioning techniques (e.g., higher order vs. recall), quality of feedback.
• Student Engagement: The degree and nature of student involvement in academic tasks.

3. PRODUCT Variables (The Outcomes)

These are the measurable results of the teaching and learning process. They are the goals of education.

• Immediate Outcomes:
• Student Achievement: Gains in knowledge, skills, and understanding (measured by tests, performances, portfolios).
• Affective Outcomes: Changes in student attitudes, motivation, self-concept, and interest in the subject.
• Long-Term Outcomes:
• Retention of Learning
• Development of metacognitive skills (learning how to learn)
• Social and civic development

Design & Interrelationship:

The model is linear in theory (Presage → Process → Product) but dynamic in reality. For example, a positive Product (e.g., student success) can feedback to influence a teacher's Presage psychology (increased self-efficacy) and future Process behaviors.

Current Implementation & Legacy in Education

Manson's Model is not a "how-to" design tool like ASSURE. Its implementation is seen in how it has structured research, evaluation, and professional development for decades.

1. Foundation for Teacher Evaluation Frameworks:

• Modern teacher observation rubrics (e.g., Charlotte Danielson's Framework for Teaching, Marzano's Teacher Evaluation Model) are direct descendants of the PPP paradigm.
• They systematize the observation of Process variables (e.g., "Questioning and Discussion Techniques," "Creating an Environment of Respect and Rapport") and link them to desired Product outcomes (student learning).
• Presage variables like content knowledge are often assessed separately through credentials and tests.

2. Guiding Research on Effective Teaching:

• The model provided a clear taxonomy for organizing thousands of studies. Major syntheses (like Hattie's Visible Learning) continue to use this logic, aggregating effect sizes of various Process strategies (e.g., feedback, metacognitive strategies) on Product (achievement).
• It shifted the focus from simply studying teacher traits (Presage) to analyzing the actionable classroom behaviors (Process) that lead to results.

3. Informing Professional Development (PD):

• Effective PD is designed to change Process behaviors. Manson's model reminds developers that PD must account for Presage variables (e.g., teacher beliefs, existing knowledge) to successfully change practice.
• Instructional Coaching operates on this model: a coach observes Process, links it to Product data (student work), and addresses underlying Presage beliefs or knowledge to foster change.

4. Critical Perspective & Evolution:

• Critique: The original PPP model was criticized for being overly linear, mechanistic, and for underemphasizing the social-constructivist nature of learning (where students actively construct meaning, not just receive it). It could imply a one-size-fits-all approach to teaching.
• Modern Adaptation: Contemporary views see the relationships as reciprocal and cyclical. Student responses (Product) immediately influence the teacher's next move (Process). Context (Presage) is recognized as incredibly powerful. This has evolved into more complex ecological or systems models of teaching (e.g., Bronfenbrenner's ecological systems theory applied to classrooms).

Advantages & Limitations

Conclusion

Manson's Model (1982) is a seminal conceptual framework rather than an instructional design model. Its enduring power lies in its clear, logical structure for analyzing the components of effective teaching. While contemporary educational theory has added layers of complexity—emphasizing student agency, cultural responsiveness, and systemic influences—the core PPP paradigm remains the hidden backbone of how educators, researchers, and policymakers think about, study, and evaluate teaching. It answers the fundamental question: "What factors, from teacher traits to classroom actions, combine to produce student learning?"