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ERIC Number: ED169503
Record Type: RIE
Publication Date: 1979-Apr
Pages: 16
Abstractor: N/A
Reference Count: 0
Relationship among Student Time on Task, Orientation of Teachers, and Instructional Grouping in Elementary Reading Classes.
Easton, John Q.; And Others
A study of 74 elementary classrooms in Chicago was undertaken to see how the management and organization of instruction impinge on student involvement during reading instruction. The objectives were to determine whether student attention was higher when the teacher directed instruction to the entire room than when the teacher directed instruction to a group of students within the room, if there was a difference in student attention when there was one instructional group or more than one in a classroom, and the relationship between student involvement and various school level characteristics, including scores on standardized reading tests and the percent of students from poverty-level families. It was found that the average percent of students not involved in instruction was much greater in classrooms where the teacher was oriented to a group, that involvement was lower in classrooms when there were two or more groups than when there was only one, that student involvement is significantly related to reading achievement, and that poverty is correlated to the percent of students not involved in instruction. (TJ)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 8-12, 1979)