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Peer reviewedMcLaughlin, T. F. – Contemporary Educational Psychology, 1984
Twelve behaviorally disordered special education students were randomly placed in one of three groups: self-recording, self-recording plus backups, and a control group. On-task and academic responding was significantly higher for both experimental groups, but the performance of the two self-monitoring groups was not statistically different.…
Descriptors: Academic Achievement, Assignments, Behavior Disorders, Elementary Education
Peer reviewedKarweit, Nancy; Slavin, Robert E. – Journal of Educational Psychology, 1982
In time-on-task observations, the effects of variations in methodological characteristics on the importance of time-on-task for student achievement were examined. Substantive conclusions were affected by variations in five areas with the greatest differences due to changes in the duration and number of days of observation. (CM)
Descriptors: Academic Achievement, Classroom Observation Techniques, Elementary Education, Reliability
