Investigates how much time primary schools spend on science, what should count as science, and what the different ways are that science appears in the curriculum. Uses findings from a survey conducted with schools in the Victorian Science in Schools (SIS) research project as well as case studies. (KHR)

Practice in oral and silent reading is an important component in the development of reading skills. Observational techniques were used to investigate the actual amount of time a second-grade class spent reading during reading instruction. Results are discussed with regard to effects of practice time on student reading. (Author/DF)

A teacher describes the organization of her resource room program for learning disabled elementary grade students emphasizing increased academic learning time through structured direct instruction and independent work time, activities to reinforce individual and small group instruction, and systematic material storage and recordkeeping. (DB)

Seventeen pairs of learning disabled (LD) and normal elementary school students were observed to determine instructional and responding times. While the time allocated to activities and tasks did not differ for the two groups, LD students received more individual instruction and teacher approval than did non-LD students. (Author/SW)

The report summarizes a year long observational study of special education programs in one district's 12 elementary schools (Queens, New York). Data were gathered using observational time samples of teacher, student, and paraprofessional activity and student time on task; descriptive notes of the classroom context; ratings of 15 dimensions of…

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)

Presents timesaving tips to help elementary teachers make the most of every minute in the classroom. The article includes suggestions for using bulletin board space, creating student jobs, keeping track of items and assignments, recording grades, preparing makeup work, switching subjects, and timing student tasks. (SM)

This study examined the academic engaged time of six students with low incidence disabilities who were enrolled in general elementary classrooms. These students participated in regular classes for reading or math, and at least one other subject area. The academic engaged time of these students was compared to that of six students without…

To provide a Louisiana State reading improvement program with information that could improve instructional efficiency, a study was conducted to determine the relationship between student time on task and eight broad categories of classroom activities used by teachers during reading and language arts instruction. The eight activities studied were…

Shares practical and successful solutions to implementing three recommendations concerning seatwork made in "Becoming a Nation of Readers." (MG)

This study examined the verbal behavior of students and teachers in three learning activities: microcomputer work, group work, and conventional (teacher-directed) instruction. Verbalizations were coded into seven task-related and one non-task-related categories. Variations in verbal interactions during each activity were recorded and are…

Examines how teachers allocate instructional time in reading classes. Indicates that teachers used 34% of time in reading and responding; 24.89% in listening and discussing; 8.36% waiting; 20.28% completing skill development; 7.52% in telling, writing, and narrating; 3.47% in other activities. Notes that the recommendation that time spent reading…

The effect of different instructional variables on students' academic responding time was the focus of the current study. A total of 54 students from 10 classrooms in 5 suburban elementary schools served as subjects. In each school, six students were randomly selected from each of two classrooms, resulting in a group of 22 third graders and 32…

This study investigated time allocated to instruction as a function of the specific type of mild handicap and as a function of setting and subject matter content. Subjects were 122 elementary students categorized as learning-disabled, emotionally/behaviorally disturbed, educable mentally retarded, and nonhandicapped. Subjects were in mainstreamed,…

Examined differences in children's perceptions of school tasks. Found that even kindergarten children are able to understand the learning purpose of tasks if teachers include that information in their lesson presentations. Results suggest that in order to motivate children's learning, teachers should emphasize the learning aspects of tasks, and…