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Peer reviewedVeenman, S.; And Others – Journal of Classroom Interaction, 1988
An observational study of 12 mixed-age and 12 single-age Dutch primary reading/language and mathematics classes revealed that time-on-task levels were lower for the mixed-age classes. However, no significant differences in achievement test scores were found. (IAH)
Descriptors: Academic Achievement, Comparative Analysis, Elementary Education, Foreign Countries
Peer reviewedFisher, Charles W.; And Others – Journal of Classroom Interaction, 1981
A model is used to show that teaching behaviors which influence student learning have five interrelated functions: diagnosis, prescription, presentation, monitoring, and feedback. Fourteen major findings from field research report relationships between academic learning time and student achievement, and a relationship is shown between teaching…
Descriptors: Academic Achievement, Beginning Teachers, Classroom Environment, Student Attitudes
Peer reviewedPlacek, Judith; And Others – Journal of Classroom Interaction, 1982
A study analyzed an elementary school physical educator's interactions with students, using the Academic Learning Time-Physical Education instrument. Data were collected to show differences in learning opportunities: (1) for girls and boys; (2) for high, medium, and low ability students; and (3) in different instructional units. (Author/PP)
Descriptors: Academic Achievement, Classroom Research, Elementary Education, Physical Education
Peer reviewedBush, Merle M. – Journal of Classroom Interaction, 1984
To increase the academic achievement levels of its students, the District of Columbia Public Schools adopted a teacher training model known as Academic Learning Time. A description of the training of observers and teacher trainers is included. (Author/DF)
Descriptors: Academic Achievement, Classroom Observation Techniques, Inservice Teacher Education, Junior High Schools
Peer reviewedNoli, Pamala – Journal of Classroom Interaction, 1982
The efforts of a principal who used ideas concerning use of classroom time generated by the Beginning Teacher Evaluation Study to restructure programs at two rural elementary schools are described. Staff development efforts and teachers' reactions are highlighted. Changes in instruction and in scheduling are discussed. (PP)
Descriptors: Academic Achievement, Administrator Role, Adoption (Ideas), Classroom Observation Techniques
Peer reviewedMuir, Raquel – Journal of Classroom Interaction, 1982
A teacher recounts her experiences in adapting the concept of Academic Learning Time (ALT), developed in the Beginning Teacher Evaluation Study, to sixth-grade classes whose students formerly had been instructed individually. ALT was introduced into reading and mathematics instruction. Its effects on student motivation and achievement are…
Descriptors: Academic Achievement, Classroom Techniques, Elementary Education, Grade 6
Peer reviewedRosenshine, Barak V. – Journal of Classroom Interaction, 1981
Time allocation in the second and fifth grades was divided into three major categories: (1) academic activities such as reading, mathematics, science, and social studies; (2) nonacademic activities such as music, art, and physical education; and (3) noninstructional activities such as transitions and class business. The number of minutes engaged…
Descriptors: Academic Achievement, Beginning Teachers, Elementary Education, Grade 2
