Perceived time in complex cognitive functions was studied using college students' estimates of time spent taking a test in relation to examination performance. Significant correlations were found between true scores and students' estimated time. Differences in the perception of time were shown to be consistent with theories of attentional…

In time-on-task observations, the effects of variations in methodological characteristics on the importance of time-on-task for student achievement were examined. Substantive conclusions were affected by variations in five areas with the greatest differences due to changes in the duration and number of days of observation. (CM)

Teachers' and pupils' use of time in secondary mathematics classes was observed. Results indicated that, on the average, pupils spent slightly more than half the time scheduled for mathematics on task. The rest of the time lost from instruction was attributed to absences, late starts of lessons, and off-task behavior. (Author/MJL)

Discusses methodological problems regarding time-on-task in experiments in which effects of extra study aids are evaluated. Illustrations of different methods of studying learning aids and their effects on the outcome are based on six experiments into the influence of concrete analogies on learning. Seventeen references are provided. (EJS)

In a memory search task with context recognition, three groups of children were examined: hyperactives, somewhat hyperactives, and controls. Both groups of hyperactive-rated children were slower in their cognitive processing than controls. (MP)

This superintendent-mandated school improvement program has improved test scores and brought about teacher, student, and parent support for participating junior high schools. (Author)

Discusses, in general terms and in light of the experience of the past four years at SUNY-Buffalo, the advantages and disadvantages of teaching beginning level foreign language three days per week instead of five. (EKN)

Preskill workshops and work activity classes and centers have been developed to teach the severely or profoundly retarded client how to assemble or complete a number of tasks and how to exhibit appropriate behaviors that result in a high degree of attention to task and acceptable levels of task production. (SB)

Reviews research showing that teachers can improve student reading behaviors through direct instruction and reinforcement. (FL)

An integration of conceptions about attributional antecedents with those of attributional consequences is applied to achievement behavior. Results reveal that participants who were induced to make realistic attributions spent more time on tasks for which they had demonstrated high ability than on tasks for which they had demonstrated low ability.…

Argues that educators must "think outside the box" to improve school performance. Suggests several areas for expanded thought, including school size, curriculum coverage, grading practices, use of time, organization of students, time management, and belief statement. (PKP)

Investigates the importance of time in contributing to the efficiency of the educational process by developing a typology for the addition of the time variable in the production of education. Includes a literature review, outlines the conceptual frameworks surrounding time and education, and then draws on international evidence. Conclude that time…

Time allocated for instruction and time in which students are engaged in academic tasks can vary. Research findings show that teachers' management of time markedly affects student learning, particularly in regard to what is produced during engaged time. (SK)

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)

The organization of the most effective seatwork for fifth grade mathematics instruction was characterized by: (1) sufficient preparation; (2) efficient management; and (3) high intensity of active supervision that corrected and supported students in a discrete manner. (JD)