Experimental fourth grade teachers were instructed about characteristics of effective mathematics teachers. Using a standardized mathematics achievement test as the dependent variable, the model proved effective. The interactions between student aptitudes, teacher style, and instructional model helped to interpret the influences on student…

Teacher effectiveness was defined by students' mathematics score on the Iowa Test of Basic Skills while achievement was measured by the Cognitive Abilities Test. Relatively effective teachers generally produced achievement gains from all aptitude levels. Similarly, relatively ineffective teachers did not disproportionately depress achievement for…

This study examined the effect of the ratio of high-aptitude to low-aptitude students in a classroom upon mathematics achievement. The hypothesis tested was that both high- and low-aptitude students in "more favorable" classrooms would outperform similar students in "less favorable" classrooms. (Author/GK)

Small group instruction was assessed in a naturalistic study involving 206 observations of mathematics periods in 33 classrooms of grades 4, 5, and 6 in 21 schools. Six types of group instruction were identified, and teachers' use of such groups was explored. (SLD)

A whole-class model providing for student diversity through remediation and enrichment in small groups was compared with a two-group model accommodating diversity through fixed within-class ability groups. Higher mathematics achievement was found for the whole-class model in a study of 1,736 fourth, fifth, and sixth graders. (SLD)