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ERIC Number: ED214894
Record Type: RIE
Publication Date: 1981
Pages: 61
Abstractor: N/A
Reference Count: 0
The Contextual Correlates of the Relative Expenditures of Classroom Time on Instruction and Behavior: An Exploratory Study of Secondary Schools and Classes. A Study of Schooling in the United States. Technical Report Series, No. 26.
Sirotnik, Kenneth A.
The premise for an exploratory study of classroom instructional activities was that a positive and substantial correlation exists between achievement and instructional time. The proportion of time that teachers spent on instruction was compared to time devoted to student discipline and control. Three contextual variables were measured through questionnaires completed by students and teachers in secondary school classrooms: (1) teacher demographic and personal perceptions; (2) aggregated student perceptions of class climate, instructional practices, and course content; and (3) demographic characteristics of students. Trained observers recorded teacher student interactions in the classroom, focusing on who was doing what to whom, how, and in what context. The findings have implications for future educational research. Data suggest that time spent by teachers on behavior management may be easier to predict than the time spent on instruction. There appear to be sufficiently important differences between senior and junior high school classes to warrant studying them separately to understand "quantity of schooling" hypotheses at the secondary school level. The need for control of differences between subject areas when analyzing classroom time variables emerged as an important factor, although the reason for this was not clear. A weak association was found between most teaching variables and the proportion of class time spent on instruction and behavior. Tables are appended showing the data found for each variable. (FG)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute for Development of Educational Activities, Dayton, OH.
Authoring Institution: California Univ., Los Angeles. Graduate School of Education