THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT Far West Laboratory researchers involved in the Beginning Teacher Evaluation Study contend that increasing Academic Learning Time promotes basic skills achievement among elementary school children. During the course of the six-year study, researchers identified numerous "helpful hints" for…

Fluctuations in problem solving and classroom behaviors during the school day for 43 hyperkinetic intermediate students with attention deficits were examined. Ss were observed with the Stonybrook Observation Code and tested with the Stroop Color-Word Test, Matching Familiar Figures, Porteus Mazes, and Digit Span. Data were collected in…

This booklet focuses upon ways in which a teacher can increase the amount of time students apply themselves to learning. Methods are presented for observing how much time students actually spend learning, for identifying which students are off-task, and for selecting teaching methods to increase students' learning time. Contents include…

Students from a high school psychology class were subjects in a study of the effect of tutorials versus study time on student performance. Tutoring produced content knowledge for tutors who worked with partners. (LMO)

The study examined work and work-related social behaviors of moderately and mildly mentally retarded workers as well as those of nondisabled workers. Nondisabled workers tended to exhibit greater amounts of time on task, more solitary work behavior, more movement while working, more giving and receiving of mutual assistance, and more talking while…

Presents some preliminary findings from a study on reading automaticity. The introduction of increased silent reading time in school is an essential component in helping students reach reading automaticity. (MD)

In a study of sex differences in young children's drawings, 18- month-old children scribbled on sheets of paper with a preprinted circle in the middle. A computer-based analysis of 100 randomly-selected drawings revealed: (1) boys developed an apparent stronger graphic activity; and (2) girls concentrated and adjusted their movements to the…

Fourth, fifth, and sixth grade students (N=12) at risk for school maladjustment and academic failure, were taught a self-recording procedure to monitor their attention to task during independent seatwork. Evaluation indicated the efficacy of self monitoring for improving on-task performance in regular classroom settings. (Author/DB)

The study examined the effects of object self-stimulation on the task-interrupting self-stimulatory behavior and prevocational work responses of a 13-year-old autistic boy. Findings suggested that the reinforcing effects of object self-stimulation may be used to increase desired behaviors and to decrease task-interfering behaviors. (Author/JW)

The study examined the effects of a cued self-monitoring procedure (using a small light) on achievement and on-task behavior of two multiply handicapped hearing impaired students (ages 12 and 13). Weak effects on behavior and mixed performance results are discussed in the context of needed direction for further research. (Author/JW)

Investigates the relative effects of different combinations of feedback on the time-on-task behavior of two behavior-disordered students. The relationship between academic engaged behavior and performance, assessed by measures of amount completed and accuracy, was also analyzed. Results show that the provision of feedback was most effective in…

The effect of teaching stress management techniques to elementary school children to enhance time-on-task behavior was studied. Results are discussed. (Author/DF)

Examines recent research to show that group-based mastery learning programs have consistently positive effects on student learning outcomes, including academic achievement, material retention, involvement in learning activities, and student attitudes. These programs also affect teachers and have considerable potential for implementation in regular…

An overview of research and practice about mathematics reveals that good teachers keep students on task, devote half the class time to new material, review skills, stress concepts and relationships, emphasize higher order thinking skills, ask process questions, monitor understanding, and use a variety of structures. Ten references are appended.…

The author discusses ways in which special education classroom teachers can examine the ways in which their classrooms are organized to save academic time without losing common sense. (CL)