A model of the teaching-learning process identifies and describes varied behavioral dimensions of the classroom and how they relate to pupil achievement. The model is based on the assumption that the total amount of engaged time on a particular topic is the most important determinant of achievement and has the components of: (1) quantity of…

The major emphasis in the studies considered in this paper is on the role of the teacher as a professional with particular expertise and specific but limited responsibilities to students and parents, and with certain rights as the instructional leader and authority figure in the classroom. According to research studies, a comprehensive approach to…

This report summarizes and evaluates existing studies of time use in schools. The first section describes theoretical views of time and learning. Two issues are discussed: the sources of variation in learning time (actual days per school year, length of school day, absenteeism), and the effects of learning time on achievement. In the second…

The knowledge and abilities are available today to ensure that teacher preparation programs graduate only potentially superior teachers. Process-product research of the past decade has confirmed many aspects of what superior teachers in prior times knew only intuitively. To aid in the organization of this research the acronym TEMPO can be used. T…

An overview is presented of research studies (carried out in the 1970s) dealing with the influence of time on student academic achievement. Discussions illuminate studies and findings about: (1) length of school day; (2) academic learning time; (3) achievement levels and academic time; (4) clarity of first day organization and planning; (5) time…