Student ability and behaviors during small-group interaction as mediators of effective small-group learning were examined. Comparison of test results indicated that students trained in small-group interaction participated in more task-related interaction than control students, and task-related interaction enhanced achievement and retention.…

High school students of various ability levels were presented economics concepts lessons, varied according to their organization or structure. Test questions over concept ranged from simple recall of information to application of economics principles. Students scored generally higher when they were presented highly structured lessons. (LMO)

Two teachers each taught a 2-week fractions unit to two classes of grades 4-5 students. Each teacher taught one class using direct instruction and the other using a small-group variation of direct instruction. Regression analysis on achievement showed significant aptitude-treatment interaction (ATI) and significant teacher effects. (Author/RL)