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ERIC Number: ED193229
Record Type: RIE
Publication Date: 1980-Aug
Pages: 169
Abstractor: N/A
Reference Count: 0
The Allocation of Instructional Time to Students in Elementary Schools that Seek to Individualize Instruction.
Broaden, Shirley Mae
This study examined ability grouping of students in relationship to the amount of time they received from teachers, the effects of grouping on students' self concept, and grouping students according to their social behavior as perceived by the teacher. Information was obtained on the criteria teachers used for placing students in various groups, with an estimate of the percentage of instructional time allocated to the groups, teachers' perception of students' personal behavior, students' self concept, use of instructional time, and students' academic progress. A difference was found in students' ability group level and the amount of instructional time received from the teacher. Low-ability students received more instructional time. Social behavior characteristics influenced the placement of students in groups. No difference was found between students' group placment and their self concept scores. Instructional time alloted to a student had no effect on social behavior or self concept. Students in the higher ability groups spent more time working independently than those in lower groups. No relationship was found between the amount of time students were on-task and affiliation with the teacher. Implications for practitioners and future researchers are suggested. (JD)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.