ERIC Number: ED373402
Record Type: Non-Journal
Publication Date: 1992-Nov
Reference Count: N/A
Maximizing Time To Teach and Time To Learn.
Stuck, Gary B.; White, Kinnard P.
Recently, community meetings on the importance of "time to teach" were held at 13 sites across the state of North Carolina, and 2,400 surveys were completed by teachers, parents, and other citizens. This paper presents findings of that study and identifies specific practices that can increase the effective use of school time for teaching and learning. To improve the schoolwide factors that influence time-on-task, school administrators and teachers should establish clear criteria for increasing attendance, arriving in class on time, and minimizing class disruptions and external distractions. Teachers can improve the inclass factors of time for teaching and learning by monitoring instructional time, communicating expected classroom behaviors to students, beginning class within the first minute of the period, preparing all instructional materials and activities beforehand, and utilizing other efficient classroom behaviors. Increasing the amount of time that teachers spend teaching and the time their students are on task requires neither expense nor special training and is almost guaranteed to result in higher student achievement. (LMI)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: North Carolina State Board of Education, Raleigh.
Authoring Institution: North Carolina Educational Policy Research Center, Chapel Hill.
Identifiers - Location: North Carolina