Scripted curriculum materials are becoming more and more commonplace throughout schools in the United States. Scripted curriculum materials are instructional materials that have been commercially prepared and require the teacher to read from script while delivering the lesson. They reflect a focus on explicit, direct, systematic skills instruction…

This study examines the classroom experiences of 192 children followed longitudinally from kindergarten to 1st grade. Time-sampled observations of children were conducted to compare learning formats, teaching activities, and children's engagement in activities between kindergarten and 1st grade. Classroom observations also were conducted to…

Teaching self-management strategies to students with emotional behavior disorders is important in improving on-task behavior in the classroom. The problem in teaching students with emotional behavior disorders is that they often have trouble staying on task or staying focused, which causes disruption of the class. The purpose of the study is to…

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Students with emotional or behavioral disorders (EBD) often present behavioral issues during academic activities. Reading is one academically challenging activity during which students with EBD often act out to avoid teacher demands. Students with EBD have variable results in reading achievement stemming from many different behavioral and learning…

The current exploratory study investigated the effects of a Direct Instruction program implemented with middle school students identified as at-risk for failure in mathematics. Direct Instruction has typically been implemented with students with disabilities in separate special education settings. However, this study examined the extent to which…

This guide describes eight skills every teacher should learn that were derived from a study of 252 schools in 50 states, American territories and protectorates, and 14 foreign countries over a 16-year period (1980-1996). Interviews were conducted with 769 teachers, 253 administrators, and 23 other school personnel. The skills include: (1) the…

Research-based answers are offered to the following questions on instructional time: (1) Can student achievement be improved by making time to teach? (2) What can a classroom teacher do to make time to teach? and (3) How can a school or district help the teacher? Factors related to instructional time which are described as having an effect on…

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…

Elementary students who have fallen behind their instructional group in reading can increase their rate of acquisition of reading skills through increased "time on task" (the time a learner actually spends attending to the learning task). In a six-month research project, subject students were pretested for reading ability, then grouped under three…

Discusses studies done on primary grade basic skills instruction and student achievement gain since 1973 focusing on content covered, student attention, direct instruction and proportion of student time spent in seatwork rather than on teacher behaviors. Discussed are, teacher centered instruction, student choice of activity, grouping students for…

Major findings of the Beginning Teacher Evaluation Study concerning student and teacher behavior and classroom climate are summarized, and their implications for teacher educators are addressed. Prospective teachers should understand concepts such as academic learning time, self-monitoring, and feedback. Teacher educators also could use these…

Observational data were collected on the instructional tasks used by 30 learning-disabled, 32 emotionally/behaviorally disabled, 30 educable mentally-retarded, and 30 non-handicapped students in grades 2, 3, 4, and 5. Tasks used in mainstream and special education classrooms were assessed. Time, setting, and interaction effects were studied. (TJH)

Suggests methods of effective teaching that help the beginning teacher organize the classroom and develop relationships with other teachers and students. Suggestions include communicating with teachers, long-range lesson planning, information cards for students, and alphabetical seating charts. (MDH)

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…