Here, we argue that action learning (AL) has been evolving into different variations, whose respective advocates appear to concentrate on one of the several components inherent in Revans' formulation of AL as L = P + Q. They do this--sometimes inappropriately--to the virtual or relative exclusion of other aspects, and this has consequences for the…

Teachers sometimes try every intervention strategy they can think of to help struggling readers. However, some teachers still feel that they are not getting through. This article presents the reading strategies offered by two literacy researchers Michael Pressley and Nell K. Duke, of Michigan State University.

Carol Twigg, president of the National Center for Academics Transformation and a secondary school teacher, debates on whether technology in the classroom improves student learning. She claims that the key to increasing student learning is to get students more engaged in what they are studying.

This book begins with the introductory chapter, "Don't Think; Just Get on with Your Work," in which the author argues that children are thinkers, but that there are schooling barriers to engaging this thinking. Chapter 1, A Place to Think, considers these barriers in more detail and provides some ideas about how children learn in schools and what…

Active, teacher-centered instruction is not necessarily effective with all students for all purposes. (Author)

As teaching has come to be defined as a skill which embodies both science and art, research on it has also changed. This article discusses this theoretical development, assesses the extent to which different teaching processes and outcomes have been enhanced, and hypothesizes about future developments. (JL)

Developers of high stakes criterion-referenced tests are urged to formulate test tasks so that efficient instruction can promote student mastery of the domain. Time-on-task has been promoted by instructional psychologists as preferable to test teaching. (DWH)

Strategies for informing teachers about academic learning time, the major concept of the Beginning Teacher Evaluation Study, are described. Recommendations include: (1) encouraging a stance of reflection and self-study among teachers; (2) teacher involvement in research, (3) staff development efforts; and (4) appreciation of the complexities of…

This article describes the advantages a functional assessment of instructional conditions offers to teachers dealing with student problem behavior and discusses teacher instructional practices found to be proximal to student learning and on-task behavior. Reasonable hypotheses are suggested for the function of problem behavior as it relates to…

In our theoretical framework, reading engagement entails multiple perspectives on reading that consist of motivational dispositions, cognitive strategies, conceptual understanding, and social discourse. Possessing these attributes, engaged readers are typically higher achievers than less engaged readers, who show fewer of these qualities or less…

Teachers can improve their teaching if their knowledge base about teaching increases. Eight research-based areas, relevant to effective teaching, are discussed: goals and objectives, planning, lesson presentation, student engagement, management, student activity, feedback, and teacher assessment. (IAH)

One of a series of articles on principles of good practice in legal education, this article focuses on the importance of spending time and energy for efficient learning. Discusses ways to optimize student time on task, faculty time on task, institutional time on task, and the overall time and attention devoted to teaching and learning within legal…

Presents information gained from a time-on-task study of one school district that suggests that school districts can improve their decisions about scheduling, instructional techniques, and student achievement through similar investigations. (FL)

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…

Effective curriculum is based on a mastery learning model. According to Carroll's mastery learning model, learning rate is partially a function of student "perseverance" or time on task, which is in turn determined by a learner's entering repertoire and the quality of instruction. Although the mastery-learning model looks simple, its execution is…