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)

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)

Collecting time-on-task data is necessary in order to research methods for increasing student time-on-task and to provide feedback to teachers on what teaching behaviors produce high levels of on-task behaviors in students. A student and a teacher behavior data collection instrument developed for research in the area of academic learning time is…

This report provides descriptive statistical information from Phase III-B of the Beginning Teacher Evaluation Study. Within the sample of second and fifth grade teachers in 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…

How various methodological decisions may influence studies of the effect of time-on-task on achievement are examined. Subjects were students in grades 2-5 in 18 classes taught by 12 teachers in a rural Maryland school district. All students were pre-tested in February 1978 in reading, language arts, math and social studies using the Comprehensive…

Naturalistic observation techniques were used with 24 9- to 12-year-old learning disabled students to investigate two sets of variables that might influence achievement differences between computer-assisted instruction and seatwork: engagement rate and interactions with teachers and peers. Implications for research and microcomputer implementation…

This review focuses on the relationship between instructional processes and student behavior as presented in "Time to Learn," a description of processes, findings, and implications from the Beginning Teacher Evaluation Study. Attention is given to chapters concerning data collection, relational and descriptive processes, and limitations…

This metaanalysis of 32 comparative studies shows that computer-based education has generally had positive effects on the achievement of elementary school pupils. However, these effects are different for off-line computer managed instruction and interactive computer assisted instruction (CAI); interactive CAI produces greater increases in student…