A self-recording procedure to help three third grade behaviorally disordered students walk directly from regular to special education classes was evaluated. Students chose from an array of reinforcers for use when they had reached the classroom within a specified time. The intervention was effective in increasing the number of days students walked…

Discusses teaching methods related to timetabling and scheduling tasks. Analyzes a hierarchy of difficulties for the tasks. Reports success rates for each of the four difficulty types. (YP)

Describes the benefits of using DIALOG's OneSearch in conjunction with DIALINDEX when searching online databases. Interdisciplinary searching on multiple databases is discussed, time and cost comparisons are briefly addressed, and steps involved in a simple search and in a complex search are detailed. (LRW)

Pressure on physical educators to include more and more content in the curriculum limits the time available to develop students' functional physical and motor skills. This article highlights the effects of this trend and provides a method for evaluating the content physical educators can realistically teach. (IAH)

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)

A second grade teacher describes how she trained her students as classroom aides to assist her in a variety of clerical and other nonteaching jobs. This system saved time for the teacher and helped students learn to lead and follow one another. (IAH)

The roles and responsibilities of educational interpreters for children with hearing impairments at the elementary and secondary levels are delineated, and a paradigm for allocating interpreters' time to diverse duties is presented. (MSE)

Identifies some characteristics of non at-risk prospective parents (239 young adults who were enrolled in introductory psychology classes) which may contribute to more accurate knowledge of infant development. Results are interpreted in terms of subjects' sex, gender role orientation, ordinal position in the family, and amount of time spent with…

Explains exploratory sequential data analysis (ESDA) and outlines ESDA characteristics that could help human-computer interaction investigators using sequential data make better conceptual and methodological choices. Behavioral, cognitive, and social factors are considered, and failures of expertise, time management, and databased problems are…

Empowering teachers to collaborate on schoolwide tasks and to work with one another on becoming more effective requires a new, more collegial administrator-teacher relationship. Factors such as time management, voluntary participation, power sharing, active administrator participation, and meaningful focus are important. (MLH)

A case study of Boston (Massachusetts) public schools shows how specialization and fragmentation of teaching resources reduced the individual attention most students received and limited a school's flexibility to respond to student needs. The analysis develops three measures as possible indicators of the opportunity for freeing teacher resources.…

Reports a study of 55 adolescents and their parents in which subjects documented their daily activities at 2-hour intervals for 1 week to explore emotional states associated with adolescents' time with their fathers. Fathers and adolescents both reported being together 15-19% of the time, mostly in leisure activities. (MDM)

A longitudinal study of 112 adolescents and their 2-parent families found that the quality father-adolescent relationships exhibited a high degree of stability over time, whereas the quantity of interaction was less consistent. Fathers tended to decrease their level of child care as their adolescents matured. (MDM)

The master schedule determines instructional time, use of space, student grouping, and teacher role. Currently, secondary school buildings are used like factories, and teachers can spend an entire career in the same classroom. Traditional, intensified, and flexible block scheduling produces master schedules with greater flexibility, less…

Three teenagers with autism, who relied on verbal prompts from the teacher to switch activities, were trained to independently identify transition times and to contingently self-reinforce the verbal identification of transition times. Accurate identification of transition time and self-reinforcement were maintained at one-month follow-up.…