Conclusions
The findings of this pilot study indicate that teachers are regularly implementing some QUILT questioning behaviors as part of the instructional strategies being used in their mathematics instruction. However, this pilot study provided no direct evidence that these behaviors are systematically related to gains in mathematics achievement. The learnings gained from the pilot study will guide the development and implementation of an experimental efficacy study of the relationship between the use of the QUILT instructional strategy and student achievement. 
QUILT Behaviors 
The teachers in this pilot study were recorded implementing aspects of the instructional lessons observed. For instance, teachers exhibited a Wait Time I of more than 3 seconds about a third of the time—a behavior that would be expected to generate longer student responses, answers at higher evaluation and synthesis levels, and more student questions. Furthermore, more than 70% of the questions posed in the sessions observed were use questions. In contrast, (75% to 80% of teacher questions in a typical classroom are recall questions (Dillon, 1988; Gall, 1984). Students in QUILT classrooms were designated as respondents after the teacher posed the question about 60% of the time (instead of before as typically done by most teachers). Teachers were also observed not repeating answers to questions very often. Not repeating answers facilitates students’ paying greater attention to and showing increased respect for their classmates’ responses. 
Gains in Mathematics Achievement 
No relationship was found between gains in mathematics achievement as assessed using the Measures of Academic Progress (Northwest Evaluation Association, 2004) and use of QUILT behaviors. This finding may be due in part to the fact that QUILT is a dynamic instructional technique composed of discrete, but interrelated, components that, when disaggregated, do not align with the goals of the Measure of Academic Progress Progress or the 17 levels of student cognition drawn on by questions posed by teachers as they implemented QUILT.

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