ERIC Number: ED369522
Record Type: RIE
Publication Date: 1993-Nov
Observations of Instructional Time in Kindergarten Classrooms: Suggestions for Improvement.
Hardy, Clydean; And Others
This study examined 10 kindergarten teachers' use of instructional time to determine its relationship to student learning. Data were collected through classroom observations of student time-on-task and teacher-student interactions at 3-minute intervals over the course of 2 half-hour sessions with each teacher and his or her pupils. It was found that, out of the 200 observational intervals, large group activities occurred 157 times and small group activities occurred 34 times. A total of 46 instances of unoccupied children were recorded, as well as 71 instances of time spent making transition from one activity to another. Though variation existed in student grouping, whole-group instruction was most common. As a result, teacher-student interaction was most frequent during whole group instruction. Findings suggest that developmentally appropriate practices may not be commonplace in kindergarten programs. (Contains 17 references.) (MDM)
Descriptors: Classroom Techniques, Developmentally Appropriate Practices, Kindergarten Children, Large Group Instruction, Preschool Teachers, Primary Education, Scheduling, Small Group Instruction, Student Behavior, Teacher Student Relationship, Time Factors (Learning), Time Management, Time on Task
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 10-12, 1993).