Hearing impaired students and on-task classroom time were examined in a study of hearing impaired classrooms. Characteristics of the effective teacher of the hearing impaired included: avoidance of excessive reprimands, maintenance of sufficient contact time for comprehension, and periodical monitoring of comprehension. (Author/DF)

High school students were observed to investigate time-on-task and learning gains. Classroom observation and learning gain measurement showed that a lecture/discussion instructional technique led to the highest student achievement. Use of seatwork caused the least amount of achievement. (DF)

Findings from a study which examined the relationship between study time and test scores indicate that time spent organizing had a stronger relationship with course test scores than did total study time or time spent reading and reviewing. Subjects were 113 undergraduates who kept daily self-monitoring logs of study activities. (IAH)

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)

This study examined two kindergarten literacy frameworks (environment and events) and their effect on kindergartners' literacy development. Observations, interviews, and pre- and postmeasures of literacy achievement indicated that students in the emergent literacy kindergarten made significantly more literacy gains than those in the reading…

The relationship between teachers' use of class time and student achievement, behavior, and attitudes was examined in a study of 102 English and mathematics classes in 11 junior high schools. Time use had a measurable effect on student achievement and attitudes in mathematics classes, but not in English classes. (Authors/PP)