ABSTRACT
The only significant teaching style differences are in English, where the formal style has the highest mean, mixed the lowest, and informal is in the middle. In mathematics, the formal and informal styles are close, and substantially above the mixed style. In reading informal has the highest mean, mixed the lowest, and formal is in the middle. Though the differences may appear small, the four-point difference between formal and mixed in reading corresponds to a 6 to 8 months difference in reading age. It is of interest that the mixed style which was distinguished in the cluster analysis by a relatively high frequency of disciplinary problems, and by the lowest use of formal testing, gives consistently the worst results in the achievement model.
