Didactic instruction is negatively associated with one-year achievement gains in reading and mathematics¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Chicago elementary schools, students learned less in reading and mathematics when teachers used didactic instruction frequently. → Julia B. Smith 2001

Evidence¶

Julia B. Smith 2001¶

Julia B. Smith, Valerie E. Lee, and Fred M. Newmann. (2001). Instruction and Achievement in Chicago Elementary Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/instruction-and-achievement-chicago-elementary-schools

q2 · i? · associational · r2

HLM analysis of the same Chicago sample controlling for student, classroom, and school characteristics. Students in high-didactic schools learned "3.9 percent less in math and 3.4 percent less in read- ing than the city average."

"In schools where teachers used didactic instruction often, stu- dents learned 3.9 percent less in math and 3.4 percent less in read- ing than the city average."

Discussion¶

Related Claims¶

• Interactive instruction is positively associated with one-year achievement gains in reading and mathematics in Chicago elementary schools — related
• Interactive instruction declines and didactic instruction increases across elementary grade levels — related
• Interactive instruction is more common in classrooms with higher prior achievement; didactic and review are more common in lower-achieving classrooms — related
• School organizational supports are associated with more interactive and less didactic instruction — related
• Frequent instructional review is negatively associated with one-year achievement gains — related