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Peer reviewedLee, Dean R. – Integrated Education, 1982
Classroom observation and interviews in 55 schools with high concentrations of economically disadvantaged students indicated that more time on instruction, greater correspondence between tests and curriculum material covered in class, and increased on-task behavior (activities related to acquisition of subject matter information) raised student…
Descriptors: Academic Achievement, Class Activities, Course Content, Economically Disadvantaged
Download full textStallings, Jane – 1984
An outline is presented of organizational procedures that teachers can use to maximize the use of classroom time. Specific guidelines are given on how to give homework assignments, how to communicate expectations regarding student work, how to distribute instructional materials, and how to allocate time among various classroom activities. Brief…
Descriptors: Academic Achievement, Class Activities, Classroom Design, Classroom Environment
Vincent, Susan, Ed. – 1999
In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that reviews current research on multigrade instruction, identifies key issues…
Descriptors: Class Activities, Class Organization, Classroom Techniques, Cooperative Learning
Peer reviewedHaas, Mary E. – Social Studies and the Young Learner, 1990
Maintains that small-group games increase student time on task over whole-class games. Provides guidelines for designing small-group games as well as large-group games. Points out that games provide leadership opportunities, review material presented in class, and develop cognitive and social skills. Provides a list of teaching resources for using…
Descriptors: Childrens Games, Class Activities, Creative Teaching, Decision Making
Ysseldyke, James E.; And Others – 1987
Observational data were collected on the instructional tasks used by 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 educable mentally retarded, and 30 nonhandicapped). No differences between handicapped and nonhandicapped students were revealed in an analysis of time using each of eight specific tasks…
Descriptors: Class Activities, Classroom Techniques, Comparative Analysis, Elementary Education
