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Mirra, Nicole; Rogers, John – Voices in Urban Education, 2015
Allocated classroom time is not the same as time available for learning--a host of economic and social stressors undermine learning time in schools serving low-income students. When time is limited, it is hard to meet rigorous learning standards. The challenge is compounded in high-poverty schools where community stressors place additional demands…
Descriptors: High Schools, Stress Variables, Low Income Groups, Time Factors (Learning)
Hayling, Charlayne C.; Cook, Clay; Gresham, Frank M.; State, Talida; Kern, Lee – Journal of Behavioral Education, 2008
Students with emotional and behavioral problems are placed in a variety of classroom settings, presumably where their needs can be best served. Little attention, however, has been dedicated to monitoring their behavioral progress in these settings. This study analyzed data on student engagement, disruption, and destruction during 10 types of…
Descriptors: Emotional Disturbances, Behavior Problems, Correlation, Classroom Environment
Engstrom, Cathy McHugh – New Directions for Teaching and Learning, 2008
The pedagogical assumptions and teaching practices of learning community models reflect exemplary conditions for learning, so using these models with unprepared students seems desirable and worthy of investigation. This chapter describes the key role of faculty in creating active, integrative learning experiences for students in basic skills…
Descriptors: College Faculty, Teacher Role, Community Colleges, College Students
Love, John M. – 1993
Focusing on one aspect of a study examining the child-staff ratio in California state-subsidized day care centers, this paper explores the relationship between indicators of quality and the behavior of children in day care centers. In fall 1990, trained observers spent a week in 122 day care classrooms throughout California. During this time they…
Descriptors: Behavior Problems, Class Size, Classroom Communication, Classroom Environment