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Baker, Rachel; Evans, Brent; Li, Qiujie; Cung, Bianca – Research in Higher Education, 2019
Time management skills are an essential component of college student success, especially in online classes. Through a randomized control trial of students in a for-credit online course at a public 4-year university, we test the efficacy of a scheduling intervention aimed at improving students' time management. Results indicate the intervention had…
Descriptors: Lecture Method, Online Courses, Academic Achievement, Performance Factors
Oreopoulos, Philip; Patterson, Richard W.; Petronijevic, Uros; Pope, Nolan G. – National Bureau of Economic Research, 2018
We evaluate two low-cost college support programs designed to directly target insufficient study time, a common characteristic among a large fraction of undergraduates. We conduct our experiment across three distinct college-types: (i) a selective urban college campus, (ii) a less selective suburban college campus, and (iii) an online college,…
Descriptors: Time Management, Online Courses, Program Evaluation, Undergraduate Students
Su, Yu – ProQuest LLC, 2013
The No Child Left Behind Act of 2001 increases school accountability and requires educators to improve student academic outcomes using evidence-based practice. One factor that contributes to desirable school outcomes is principals' instructional leadership behaviors. Principals who allocate more time to instructional leadership behaviors are more…
Descriptors: Principals, Leadership Qualities, Time Management, Intervention
Kuehn, Jill – ProQuest LLC, 2013
This qualitative phenomenological study sought to understand how beginning special education teachers experience the relationship between their teacher training and their actual teaching practice. Effective and insufficient aspects of the teacher training programs of special education teachers were explored. Thirteen special education teachers…
Descriptors: Qualitative Research, Phenomenology, Special Education Teachers, Teacher Education Programs
Brown, Fredda – Journal of the Association for Persons with Severe Handicaps (JASH), 1991
Guidelines are presented for individualizing daily schedules or routines to reflect better the preferred lifestyles of persons with severe handicaps. Four dimensions that can be systematically manipulated to address challenging behavior are presented, including timing of routines, form of the activities, pattern of succession of activities, and…
Descriptors: Behavior Problems, Group Homes, Individualized Programs, Intervention
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Nordquist, Vey M.; And Others – Journal of Early Intervention, 1991
The classrooms of two teachers, two aides, and six children (ages four to eight) with autism were reorganized in their play materials and equipment, room arrangements, and scheduling of instruction and play periods. Adult smiling and affectionate words increased in the free play area, and children's use of play materials and compliance with adult…
Descriptors: Affective Behavior, Autism, Classroom Design, Classroom Environment