Research is clear on the benefit of early intervention efforts and the importance of intensive instructional supports; however, understanding which features to intensify is less clear. General intervention features of group size, instructional delivery, and time are areas schools can consider manipulating to intensify instruction. Also, each of…

Although academic and student affairs partnership programs have been cited as potential means to create seamless learning environments for undergraduate students, little research exists on the outcomes of such programs for students. The Boyer Partnership Assessment Project examined the outcomes for students participating in academic and student…

The paper summarizes findings from four studies on the referral process for students with academic and social/behavioral problems and several observational investigations on students' academic responding time. Research on referral addresses such aspects as reasons for referral, causes ascribed for difficulties, pre-referral classroom intervention,…

A study of 11 Wisconsin elementary schools determined: (1) how much whole group time occurred in each grade level within all the schools; (2) the impact of pullouts (students withdrawn from their self-contained classrooms) on whole group instructional time; and (3) areas of the curriculum most affected by pullouts. (MLF)

Observations of student behavior in the elementary and secondary classrooms of Ohio's Otsego Local School District revealed significant differences in the kinds and quantities of off-task behaviors among students at different grade levels, and may help educators develop methods for increasing learning time. The observation instrument is included.…

Antecedent assessment and assessment-based intervention for off-task behavior by an 11-year-old with attention deficit hyperactivity disorder is reported. Assessment correlated off-task behavior with difficult academic tasks; intervention included functional communication training that focused on teaching the child to request assistance, as well…

Because studies have shown that classroom distractions can interfere with school activities, the effects of several kinds of interruptions on elementary school students are described and measured for their frequency of occurrence, the time required for recovery of concentration, and their influence on morale and concentration. Using a sample of 65…

Observation of teacher and student behaviors in four areas (teacher cognitive, teacher management, student on-task and student off-task) revealed that teachers spent 48 percent of total classroom time in cognitive activities. (Author/CL)

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT Far West Laboratory researchers involved in the Beginning Teacher Evaluation Study contend that increasing Academic Learning Time promotes basic skills achievement among elementary school children. During the course of the six-year study, researchers identified numerous "helpful hints" for…

The paper reviews findings and implications of curriculum based assessment (CBA), an approach focusing on collecting, interpreting, and using data to help lower achieving students have opportunities for success in mainstreamed settings. An instructional delivery model is presented to guage the probability of task success and provide a structure…

An examination of pullouts--the practice of withdrawing certain elementary school students from their classrooms, usually for specialized instruction, field trips, assemblies, or school projects. Includes historical background, a study of curriculum effects, study guidelines, and solutions to pullout problems. (DCS)

Ten mildly handicapped preschool children were taught to use problem-solving strategies to complete fine motor tasks. Qualitative and quantitative data indicated that the intervention had a positive impact on the task persistence of some children and that some children became more systematic in their approach to solving tasks. (Author/JDD)

This study examined the effect of a videotape feedback intervention on the on-task behavior rate of a fourth grade male in a self-contained class for students with emotional/behavioral disorders. Results revealed an increase in percentage of on-task time during intervention, a sharp drop during return to baseline, and an increase during…

A study was conducted to provide descriptive information about the quantity of classroom time used for teaching reading and the interruptive events that occur during the scheduled reading time. Data were gathered from 148 public and private school teachers representing all grade levels and a wide range of teaching experience. The subjects each…

Elementary-school learning-disabled, emotionally disabled, educable mentally retarded, and nonhandicapped students (N=122) were observed during written language instruction, to document writing tasks and student responding. Extreme variability was found in the amount of time individual students spent in writing activities or in receiving written…