We aggregated and analyzed single-case research targeting math-fact fluency to investigate whether learning (behavior change) data were sufficient to summarize and compare intervention outcomes or if learning rate (learning/cumulative instructional time) data would provide divergent effect size (ES) results. We also extracted the curricular scope…

Students with disabilities (SWDs) depend upon special education teachers (SETs) to provide effective instruction. SETs, in turn, depend upon school leaders to provide conditions necessary to learn and engage in effective instructional practices for students with the most significant learning needs. A promising body of research indicates that…

This project explored the effects of slow tempo classical music on children's on-task performance during independent writing. The project sample consisted of 24 students from a first grade classroom in the New York City Public School System. The students' on-task behavior was observed with and without use of slow tempo classical music playing, and…

Active, teacher-centered instruction is not necessarily effective with all students for all purposes. (Author)

As teaching has come to be defined as a skill which embodies both science and art, research on it has also changed. This article discusses this theoretical development, assesses the extent to which different teaching processes and outcomes have been enhanced, and hypothesizes about future developments. (JL)

Much effort has been invested in time-on-task research. Time-on-task is described as a proxy term for the notion of "attention," and the findings of time-on-task research are described as less relevant to the classroom teacher than information contained in methods texts. (JN)

Discusses the problems and inconsistencies of teacher behavior research and the progress made in relating teacher behavior to classroom outcomes. (WD)

Discusses the seven fundamentals of effective instruction: (1) time use, (2) diagnosis, (3) direct instruction, (4) transfer of skills, (5) flexible grouping, (6) positive mind set, and (7) classroom management. (FL)

Recent teacher effectiveness research reveals that teachers of basic skills are more likely to use monitoring and reactive-corrective behaviors. The concept of teaching as assisting consists of a teacher's ability to: (1) create an environment conducive to learning for all children; (2) understand that the instructional responsibility lies with…

This literature review concludes that, although time spent is not so consistently related to achievement as it may seem, studies of time use in schools provide important information that can serve as a base for school improvement. (MJL)

Queuing theory is examined in this paper in order to determine if the theory could be applied in educational settings. It is defined as a form of operations research that uses mathematical formulas and/or computer simulation to study wait and congestion in a system and, through the study of these visible phenomena, to discover malfunctions within…

The Alaska School Effectiveness Project produced several reports in a series of reviews of research literature on such topics as time factors in learning. Using an ERIC search and conventional library methods, the question raised was "Is there a positive relationship between the amount of allocated time for studying a subject and achievement…

Education courses can make a difference in classroom practices. Research indicates that the application of educational concepts has improved teaching in several areas: understanding child behavior, constructing and interpreting tests, monitoring and increasing academic learning time, and applying principles of child growth and development.…

This study investigated the relationship between engagement and achievement for college students in an intermediate swimming class. It also examined this relationship for students who entered the class with different initial skill levels, different previous experience with the subject matter, and for students of different gender. The methodology…

Current literature on time-related research in sport pedagogy is discussed in four general areas: conceptualization of time, measurement of time, how time is spent in physical education and sport settings, and unknown elements of time-related events. A six-item agenda for further research on time in sport pedagogy is suggested. (IAH)