Time on task and time on reading were observed during free reading periods. Poor readers especially spent less time on reading with comics than books. and showed more improvement in reading comprehension with books than with comics. A link between reading ability, time spent on reading, comprehension gain, and reading material was observed.…

Four groups of preservice teachers were randomly assigned to one of three conditions to test the effectiveness of brief training in time-management techniques. Significant differences among the groups were observed on measures of promptness in completing tasks during student teaching and on self-ratings of proficiency in time management.…

Off-task and disruptive behavior in two fifth graders decreased rapidly during an intervention in which, working in dyads, they served either as peer monitors or point earners. Peer-monitor and point-earner roles, when alternated on an every-other-day basis, were equally effective in reducing inappropriate behavior. (Author/JW)

Two variations of a level system as a behavior management tool for behavior-disordered and learning-disabled adolescents (N=19) in a resource setting were evaluated. Four color-coded levels were designed to decrease talkouts and out-of-seat behaviors. During system implementation, disruptive and off-task behaviors decreased, and task completion…

The evolution and current status of the concept of student-engaged time as a measure of learning in physical education is traced. The possible use of academic learning time (ALT) as a variable in physical education research is discussed. (JL)

Organization of materials and stimuli presented on classroom walls can enhance acquisition, maintenance, and generalization of concepts presented to students, according to a limited study of elementary (including some special needs) students who were compared with students taught in a traditional situation. (CB)

A review of research relating to academic engaged time from the perspective of the special services provider indicated that academic engaged time is related to student achievement, and recommended that teachers provide greater supervision and monitoring, limit disruptions, provide feedback, use the direct instruction model, and encourage student…

Fourth and fifth grade students (N=171) participated in three reading tasks to assess time needed for learning, time spent in learning, and time allocated for learning. Results indicated that spending and/or allocating insufficient learning time have a direct negative effect on achievement. (BS)

In response to the educational reform movement, argues that increasing instruction and learning time is effectively dependent on how the time is utilized and that mechanical increases in time may not result in significant academic achievement increases. (SRT)

Describes a study of second, third, and fourth grade children in Israel to determine if computer assisted instruction is utilized differently by different groups of students (younger and older), and extent to which effort expenditure (total amount of time a child is engaged at the computer) is related to achievement. (MBR)

Reviews studies of school time and learning and asserts that there is considerable variation in how existing time is used and that inconsistent effects for time are often found. Argues, therefore, that increasing the school term will not necessarily increase student achievement. (KH)

Outlines statistical data on national curriculum patterns. Fewer than two percent of all graduating seniors meet or exceed the standards for college-bound students. Includes statistical data on courses students study, number of students per computer, dropout rates, activities of graduates, and test score averages.(MD)

Learning disabled students need assistance in mastering self-organizing behaviors that will allow them to focus more time and energy on the learning process. The "get-it-together" (GIT) curriculum is described as a practical approach to helping these students master routines, get started on assignments, and move from one activity to the next. (JW)

Developers of high stakes criterion-referenced tests are urged to formulate test tasks so that efficient instruction can promote student mastery of the domain. Time-on-task has been promoted by instructional psychologists as preferable to test teaching. (DWH)

Provides a description of a time-on-task workshop series and the effects on several of the teacher participants. (HOD)