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Abstract
This process-product study identified classroom contexts and teaching practices related to the mathematics achievement and enjoyment of Year 5 students in Australia. Seventy-five classes were observed 8–10 times during a term with a low-inference observation schedule. Other student and teacher background data were collected with questionnaires. Individual student data were aggregated, and the class was used as the unit of analysis. Classroom context and teaching-practice variables significantly related (at the 0.05 level) to either achievement or enjoyment were identified. For each outcome, a causal model of teaching was developed and tested using multiple linear regression and path analyses. The more effective teachers more frequently presented to large groups, engaged in small-group work incorporating teacher and peer tutoring, provided opportunities for individual practice which they actively monitored, and marked homework assignments which they varied to meet student needs.
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