Background: An intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity (MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1?year. Methods:…

An alternating treatments design was used to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems. During the mixed responding condition, five out of six students demonstrated a lower rate of…

This report provides descriptive statistical information from Phase III-B of the Beginning Teacher Evaluation Study. Within the sample of second and fifth grade classrooms in public schools in California, approximately six students were identified as target students to be studied during the school year. These students were observed approximately…

A model of Academic Learning Time (ALT) is described, where ALT represents ongoing student learning in terms of student engagement, low student error rate, and relevance of the instructional task to the specified outcome. This model was validated in a correlational study of the relationship between these variables and student achievement in…

This volume describes the process, findings, and implications of a complex research project known as the Beginning Teacher Evaluation Study (BTES). A major contribution of the study is its focus on Academic Learning Time (ALT) as a measure of learning. ALT is the amount of time a student spends engaged in academic tasks of appropriate difficulty.…

A within-subjects design was used to compare two instructional methods--explicit timing and interspersing--with 187 second-grade students. Students completed two mathematics word problem assignments under differing conditions. In the explicit timing condition, students were told they would be timed while working long mathematics word problems. In…

An exploratory, comparative study of the achievement of 186 homogeneously and heterogeneously grouped second graders found no significant differences in overall achievement in reading and mathematics. However, a significant difference in reading comprehension scores of children in the two groups was found. At low, medium, and high academic…

To confirm or refute impressions that primary grade children do little in the way of actual school work during the day, a principal conducted informal observations in several first and second grade classrooms. Each type of activity the children might perform, such as reading, coloring, or moving about the room, was grouped into three major…

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…

Do variables identified as existing within effective school models relate causally to student achievement? A study attempted to answer this question by manipulating selected school effectiveness variables and teacher behavior and by examining the effects of that manipulation on student achievement. Over a 1-year period, 10 kindergarten through…