The purpose of this study was to analyze the intended allocation of social studies time based on written timetables provided by elementary classroom teachers to students completing practicum requirements in a teacher education program. The timetables specify how time is prioritized for academic learning time as well as non-academic activities. The…

This brief report uses data from five administrations of the Schools and Staffing Survey (SASS) to examine the distribution of weekly instructional hours by regular, full-time first- through fourth-grade teachers of self-contained classrooms in four subjects: English/reading/language arts; arithmetic/mathematics; social studies/history; and,…

Discusses what are believed to be five areas of neglect in foreign language instruction in the elementary school. These include the following: time allocation, time on the task, teacher preparation, program expectations, and articulation. (GLR)

Uses data from ethnographic study in two Quechua-speaking communities of Puno, Peru, to explore schooltime spent in other-than-academic endeavors. Documents uses to which schooltime is put in these communities, and then seeks to account for observed uses of time in terms of ethnographically derived insights as to social, cultural, economic, and…

Learning disabled students need assistance in mastering self-organizing behaviors that will allow them to focus more time and energy on the learning process. The "get-it-together" (GIT) curriculum is described as a practical approach to helping these students master routines, get started on assignments, and move from one activity to the next. (JW)

Naturalistic observation procedures examined the use of time by 230 elementary students with disabilities in four special education placements--regular class, resource room, special class, and special school. The least restrictive alternatives, particularly the resource room, made more in-class learning time available. (Author/DB)

Presents timesaving tips to help elementary teachers make the most of every minute in the classroom. The article includes suggestions for using bulletin board space, creating student jobs, keeping track of items and assignments, recording grades, preparing makeup work, switching subjects, and timing student tasks. (SM)

This study examined the academic engaged time of six students with low incidence disabilities who were enrolled in general elementary classrooms. These students participated in regular classes for reading or math, and at least one other subject area. The academic engaged time of these students was compared to that of six students without…

A study examined the use of time reserved for formal reading instruction in elementary schools. Subjects were 36 elementary classroom teachers--12 each from grades 1, 3, and 5--in 8 suburban schools. Specific reading instruction behaviors for each teacher were observed during two complete periods of the regularly scheduled reading classes. Teacher…

After reviewing effective teaching research during the past 20 years, one basic question arises: do teachers make any difference? Specifically, do teachers' classroom practices have any effect on student outcomes beyond the effects of ability and home background? What knowledge of minimal teaching competencies has been gained, and how firm is the…

In the spring of 1988, physical education teachers in Round Rock Independent School District (Texas) indicated, as part of their informal needs assessment, a desire for in-service training which would address techniques to prevent off-task behavior. An inservice training program to improve teacher performance in the reduction and prevention of…

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that reviews current research on multigrade instruction, identifies key issues…

Investigated how students and teachers in mixed-age classes spent their learning time during reading, language arts, and mathematics. No significant differences between single- and multi-aged classes was found. Concludes that teachers found working in mixed-age classes very difficult, with most working as if they were teaching two different…

This report contains basic data about the organization and structure of pre-school and primary education in the educational system of the countries of the European Union. Three essential aspects of children's schooling are addressed: (1) the pattern of the school year and the time devoted to teaching; (2) organization of teaching and evaluation;…

Identification of principals' instructional leadership behaviors and the time they spend involved in the process of school improvement is the purpose of this study. A second focus is on the ways in which principals build school cultures. The Principals Instructional Management Rating Scale (PIMRS) (Hallinger 1983), the National Task-Time Survey…