This article illustrates the efforts of educators in North Carolina to advocate for the social studies in an age of high-stakes assessment and tight budgets. Although this story begins with one state, the marginalization of social studies in elementary schools is a nationwide problem. The federal No Child Left Behind law (NCLB) is due for…

Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than governments plan for students. Instructional time ought to be an…

The influence of two time variables (allocated time and pupil time on task) was compared with the influence of two context variables (aptitude and socioeconomic status), on primary level mathematics achievement. Results showed that the time variables accounted for significantly more variance in achievement, with pupil time on task having the…

Defines "time on task;" highlights aspects that contribute to engaging activities for learning. Discusses time needed for and time spent on learning; factors that influence quality of instruction; capabilities of teachers that influence the efficient use of time; several ways in which timing is critical for effective instruction; and convincing…

Discusses the use of time and space in primary classrooms, referring to what is known about how young children learn best. Discusses four steps to organizing the classroom. (BB)

The authors describe a zone defense schedule (ZDS), a system for organizing the staff and environment of a preschool classroom. Specifically, it is used to organize the roles of adults in the classroom so that transitions between activities are easier for children and provides greater opportunity for teaching (both during the transition and…