Data on attention span, engaged rates, grade levels, and achievement, obtained from the Follow Through Longitudinal Study, were analyzed to examine relationships among the factors which tend to identify exemplary practices schools can adopt to increase the impact of the available time on student achievement. The sample included low income students…

A study investigated the effect of scholastic level, teacher orientation on a control/autonomy continuum, and pupil gender on 459 elementary school students' intrinsic motivation to engage in school work. Results indicated that teacher orientation toward autonomy enhanced the intrinsic motivation of girls on two of three dimensions, and that of…

In two experiments, children and adults were exposed to four different information-processing tasks to measure speed and variability of performance across different age groups. It was found that 10- and 11-year-olds were about 1.7 and 1.6 times slower than 19-year-olds, differences that were not affected by allowing both groups practice on the…

Describes a study of second, third, and fourth grade children in Israel to determine if computer assisted instruction is utilized differently by different groups of students (younger and older), and extent to which effort expenditure (total amount of time a child is engaged at the computer) is related to achievement. (MBR)

A study examined student engaged and nonengaged behavior in mathematics class during various types of instructional activities and at different age levels. Third- and fifth-grade students spent more time on seatwork, while seventh-grade students had more teacher-led activities. As grade level increased, student engagement decreased. (Author/PP)

Examines the engaged rates of children in kindergarten to fourth grade for differences and makes some assessment of attention span as it relates to engaged rate and achievement. (HOD)

A study investigated: (1) the effectiveness of a group contingency behavior modification strategy on behaviorally disordered students in a physical education class; (2) each student's response in relation to the group; and (3) the effects of age differences on results. The strategy increased time on task for both individuals and groups. (Author/PP)

These two follow-up studies measured teacher-student interactions, peer interactions, students' perceptions of their teachers' expectations, student self-perceptions and academic engaged time with grade 2-4 children at risk or not-at-risk for learning, emotional and behavioral disorders. Findings suggest that as children at risk get older, they…