The Effects of Instructing Teachers About Good Teaching on the Mathematics Achievement of Fourth Grade Students

Abstract

Experimental teachers were taught an instructional model based upon previous naturalistic research that had been found to characterize the behavior of effective mathematics teachers. Using a standardized mathematics achievement test administered to students at the beginning and end of the year as the dependent variable, the implementation and effect of the model were analyzed in an analysis of variance design involving the model (experimental and control), four teacher types and four student types. Use of the model proved effective and the nature of the interactions between student aptitudes, teacher style and instructional model helps to interpret the influences on students’ mathematics achievement.