ERIC Number: ED235557
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
A Descriptive Study of the Perceived Influence of Institutional Interruptions on the Morale and Work of Teachers and Pupils in Elementary Schools.
Because studies have shown that classroom distractions can interfere with school activities, the effects of several kinds of interruptions on elementary school students are described and measured for their frequency of occurrence, the time required for recovery of concentration, and their influence on morale and concentration. Using a sample of 65 teachers and 62 students from 8 public elementary schools in New York City, a survey determined and compared teachers' and students' perceptions about three major types of classroom distractions: pullout programs, visitors, and school intercom systems. Results indicate that teachers and pupils both held that morale was not affected by distractions, that visitors affected concentration, and that approximately one-half hour daily per student was consumed in trying to eliminate distractions. Teachers and students differed, though, in that students' behaviors were more significantly affected by interruptions than were teachers', that pupils thought the interruptions more frequent than did their teachers, and that all three forms of interruptions interfered with students' work but not necessarily with teachers' work. (JW)
Publication Type: Reports - Research
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: N/A
Note: Full text of ED 231 041, a summary of this paper, was presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 11-15, 1983).