Teachers dedicating more time to whole-class instruction is associated with increased student math achievement¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Increased student achievement was associated with teachers dedicating more time to whole-class instruction. → Douglas H. Clements 2013

Evidence¶

Douglas H. Clements 2013¶

Douglas H. Clements, Roberto Agodini, Barbara Harris. (2013). Instructional Practices and Student Math Achievement: Correlations from a Study of Math Curricula (Issue Brief). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/

q2 · i? · associational · r2

Correlational analysis from a study of math curricula reported in this NCEE issue brief; the brief states "increased student achievement associated with teachers dedicating more time to whole-class instruction". No effect size is printed.

"Results that are consistent with previous research include increased student achievement associated with teachers dedicating more time to whole-class instruction"

Discussion¶

Learner Variables¶

• Time and Continuity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The study analyzed data from classrooms using math curricula to correlate instructional practices with student achievement, and its technical appendix documents the data, curricula, and methods. — related
• Using more representations of mathematical ideas is associated with increased student math achievement — related
• Asking the class to agree with a student's answer and directing students to help one another are associated with higher math achievement — related
• Three student-centered practices were associated with lower 2nd-grade math achievement — related
• Research in language classes suggested cooperative learning was better than whole-class instruction for language skills and produced more student turns than teacher-centered classes — reports the opposite
• Interactive instruction is more common in classrooms with higher prior achievement; didactic and review are more common in lower-achieving classrooms — related
• Practices associated with higher math achievement gains include both student-centered and teacher-directed practices, though some student-centered practices were associated with lower gains — a broader claim this one bears on