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ERIC Number: ED243876
Record Type: RIE
Publication Date: 1983-Sep
Reference Count: 0
Helping Teachers Increase the Time Their Students Spend in Learning.
Graden, Janet L.; And Others
A series of interventions was conducted with eight teachers in two elementary schools to determine the extent to which students' academic responding time could be increased. Teachers participated in one of two conditions: (1) inservice training on the importance of academic responding and ways to increase it; and (2) consultation feedback in addition to inservice training. Results were variable across the two schools, but generally indicated that academic responding time could be increased significantly through teacher interventions, with some classrooms more than doubling their academic responding time. Further, there was no clear trend indicating superiority of either inservice alone or inservice plus feedback consultation in helping teachers increase their students' academic responding time. Discussions of the effects of the interventions are provided by principals of the two participating schools. Items appended include examples of: handouts; observation feedback summary data; forms summarizing feedback consultation meetings; and tables of percent of academic responding times of individual classes. (Author/JMK)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.