This approach to the study of classroom teaching-learning processes concentrates on pupil time and the various ways in which it is used. The conceptual framework contrasts with most earlier studies that report teacher behavior as the most direct influence on pupil achievement. Two premises form the basis of the framework: (1) The total amount of…

A developmentally appropriate early child classroom is described as one offering children organized activity choices, opportunities to explore content areas, and a time structure encouraging learning from one another and from adults in one-to-one and small group contexts. In addition, teachers would employ assessment practices related directly to…

This document presents a descriptive typology created to characterize the diverse program approaches of the Follow Through Planned Variation Experiment. Program approaches are described with respect to two orthogonal dimensions: (1) Program Elements (Instructional, Service, Participatory and Employment) with the major focus on instructional…