A review of research on time on task and length of school day or year reveals that time is not the only variable significantly related to student achievement. Research indicates that increasing time in school will not automatically increase student achievement or raise standardized test scores. Other variables such as corrective and immediate…

Activities and interactions of teachers and students from high school science classes of Western Australia were investigated. Fifteen teachers from two co-educational high schools (private and public) serving medium socio-economic level families in the metropolitan area of Perth participated in the study. The specific foci were: (1) the…

This study examined effects of orienting activities, processing opportunity, and varied lesson access times on college students' learning from interactive video. While practice remains dominant influence in effectiveness of interactive video, significant interactions were also found among access times, processing opportunity, and practice, and…

This study investigated time allocated to instruction as a function of the specific type of mild handicap and as a function of setting and subject matter content. Subjects were 122 elementary students categorized as learning-disabled, emotionally/behaviorally disturbed, educable mentally retarded, and nonhandicapped. Subjects were in mainstreamed,…

Observations were conducted to document the active academic responding and academic engagement rates of 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 mildly mentally retarded, and 30 self-contained programs. Data were recorded in 10-second intervals for each student over an entire school day. During a…

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…

Presents the findings of a six-year staff development program for multigrade teachers. Discovers a significant increase in the time on task levels of the pupils and the instructional and classroom management skills of the teachers. Discusses the implications of, and problems with, the study. (MJP)