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Peer reviewedJanicki, Terence C.; Peterson, Penelope L. – American Educational Research Journal, 1981
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)
Descriptors: Aptitude Treatment Interaction, Elementary School Mathematics, Fractions, Grade 4
