Interactive instruction is more common in classrooms with higher prior achievement; didactic and review are more common in lower-achieving classrooms¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Teachers used interactive instruction more frequently in classes at or above grade level, and didactic instruction and review more frequently in below-grade-level classes. → 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
Survey-based analysis of instructional approach by teachers' reports of class achievement composition. Teachers used interactive instruction "more frequently in classes that they described as at or above grade level."
"teachers used interactive instruction more frequently in classes that they described as at or above grade level, whereas they used didactic instruction least often in such classes"
Discussion¶
Related Claims¶
- Didactic instruction is negatively associated with one-year achievement gains in reading and mathematics — related
- Interactive instruction declines and didactic instruction increases across elementary grade levels — related
- Three student-centered practices were associated with lower 2nd-grade math achievement — related
- Double-dose algebra substantially increased interactive pedagogy for low-skill students (.55 SD, p<.001), unexplained by classroom compositional changes — related
- Frequent instructional review is negatively associated with one-year achievement gains — related
- Interactive instruction is positively associated with one-year achievement gains in reading and mathematics in Chicago elementary schools — related
- School organizational supports are associated with more interactive and less didactic instruction — related
- Teachers dedicating more time to whole-class instruction is associated with increased student math achievement — related
- Differentiating curriculum for students above grade level is associated with higher math achievement in 2nd grade only — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
instruction-varies-by-class-achievement-composition |
title |
Interactive instruction is more common in classrooms with higher prior achievement; didactic and review are more common in lower-achieving classrooms |
description |
Interactive instruction is more common in classrooms with higher prior achievement; didactic and review are more common in lower-achieving classrooms |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2001 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — julia-b-smith-2001 |
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