The results of an experiment indicated that approaches using a supplementary workbook, a lab, or the content contained in the regular textbook were all effective in increasing basic writing skills. Results also indicated that a supplementary workbook containing discussions, examples, and drills was the most effective approach, but it also used the…

An experimental lesson plan on sewing machine tension was developed for blind and sighted students in an attempt to teach this concept more effectively. Tactile/verbal aids were used in the experimental lesson to increase the potential for student comprehension. The experimental lesson produced better results for both groups of students even…

Even though many European and Japanese students spend as many as 8 hours daily and 220 days yearly in the classroom, 661 American superintendents believe the present U.S. average--6 hours and 180 days--to be adequate, raising questions about their potential support in changing the system. (KS)

A synthesis of 15 empirical studies shows that homework consistently benefits elementary and secondary students' achievement and attitudes, especially if it is commented upon or graded. (MCG)

The validity of the Student Study Time Survey was estimated in relationship to data from a student interview-criterion measure for 70 university students. It was concluded that this self-report form for determining the number of hours spent in study outside of class is a practical and reasonably accurate measure. (Author/BS)

The study compared amount of instructional time in classrooms for severely multiply handicapped children when student/staff ratios ranged from 10:3 to 5:3. Results suggest a point at which instructional and noninstructional time are approximately equal, at a 2:1 student/staff ratio. Thereafter, gains in instructional time become less pronounced.…

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)

Twelve behaviorally disordered special education students were randomly placed in one of three groups: self-recording, self-recording plus backups, and a control group. On-task and academic responding was significantly higher for both experimental groups, but the performance of the two self-monitoring groups was not statistically different.…

Observation of 26 learning disabled elementary students' over two entire school days revealed such results as that instructional approaches varied according to service delivery level. However, no differences were found in students' opportunities to learn through active academic responding and that academic responding time was low for all students.…

This book begins with the introductory chapter, "Don't Think; Just Get on with Your Work," in which the author argues that children are thinkers, but that there are schooling barriers to engaging this thinking. Chapter 1, A Place to Think, considers these barriers in more detail and provides some ideas about how children learn in schools and what…

This project explored the effects of slow tempo classical music on children's on-task performance during independent writing. The project sample consisted of 24 students from a first grade classroom in the New York City Public School System. The students' on-task behavior was observed with and without use of slow tempo classical music playing, and…

The effects of long and short durations of positive practice overcorrection were studied with one moderately retarded and four severely retarded children (10 to 13 years old). The short and long practice durations (30 seconds and three minutes) produced equally rapid reduction of off-task behavior and acquisition of correct object placement…

This case study of the Austin Independent School District describes how the philosophy and staffing of a testing program can work together to produce effective results with highly efficient use of student time and minimal clerical burden on teaching staff. (Author)

Assessment of experiential learning must be approached in a different way from assessment of learning acquired through the traditional information assimilation mode. New measurement techniques and program models need to be devised to save money and faculty time, while preserving individualization. (Author)

Active, teacher-centered instruction is not necessarily effective with all students for all purposes. (Author)