Small-group instruction has the potential to support students' reading growth. Teachers can use knowledge of students' skill profiles to inform the types and amounts of instruction they provide; however, the extent to which teachers do this is largely unknown. Among first (n = 661) and third graders (n = 364), we investigated whether (1) teacher…

The purpose of the study was to conduct a randomized controlled trial (RCT) to demonstrate efficacy of the Class-wide Function-Related Intervention Teams (CW-FIT) program. The study was designed to replicate an initial RCT conducted by the CW-FIT developers in 1 site, with 2 additional research groups not involved in its development. The study was…

Multilevel modeling was used to investigate the relationship between poverty status, mathematics achievement gains, and behavioral engagement in learning over kindergarten. Data included information on 11,680 poor, low-income, and non-poor kindergartners from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999 (ECLS-K). Results…

The perspective of this article is that the purpose of the elementary physical education program is the development of a physically active lifestyle. We discuss the relative contribution of the development of motor skills, fitness, content related to encouraging participation, and the affective goals of the program to the development of a…

Reviews research studies which deal with the relationship between the time students spend engaged in learning and their subsequent achievement performance, and examines the emerging implications of these studies for the classroom teacher. (MP)

Presents data from a study investigating whether pupil involvement in tasks was different for high, middle, and low achievers. Results of the study are presented in nine tables. (BR)

Provides an overview of the research findings on the relationship between time spent on learning and student academic achievement and discusses implications of this research for improving the use of time spent on learning. (MP)

Results indicated that students identified as disadvantaged who participated in Chapter One received significantly more reading and language arts instruction in regular education classes than did mainstreamed children identified as handicapped and served through special education programs. (PCB)

Examines the publication "Time to Learn" from the perspective of its relation to programs of teacher education. Discussion of the book is organized around three criteria: (1) utility for teacher education, (2) the perceived reality of schools and their personnel, and (3) expected influence of the book on teacher education. (Author/DB)

Replicated 1982 study of student writing and nature of writing instruction in one Kentucky school district. Found that teachers in 1995 spent twice as much time teaching writing as in 1982 and that students spent more time on higher-level writing activities involving composition of extended text and less time on lower-level activities such as…

This study investigated gender differences in kindergarteners' literacy skills, specifically, whether differences in children's classroom behaviors explained females' early learning advantage. Data included information on 16,883 kindergartners (8,701 boys and 8,182 girls) from the Early Childhood Longitudinal Study, Kindergarten Cohort of…

Evaluates the effect of a comprehensive teacher training program in Instructional Theory into Practice (ITIP) on student achievement. Reports findings of two phases of a four-phase Follow-Through study. Achievement test scores indicate that students in the project made significant gains in reading and mathematics. (DR)

A study examined 48 fifth- and sixth-grade students' responses in cooperative small groups in mathematics. Findings indicated that students generally spent more time on-task, and especially more quality time on-task, in groups than in whole class settings, and students were more active participants in groups than in class settings. (TJQ)

Describes a four-year Follow-Through Research Project that investigates the effects of a comprehensive staff development program, based on Madeline Hunter's Instructional Theory into Practice Model, designed to improve instruction on student engaged rates and achievement in reading and mathematics. (Author/HOD)

Discusses alterable elements of classroom organization, traditional approaches to instructional improvement, and "component building," an alternative approach to education. The component-building approach involves an extensive program of field experimental research on classroom practices that are or could become components of complete…