Time and Learning: Implications for the Classroom Teacher

Autor:	Marvin D. Wyne, Gary B. Stuck
Rok vydání:	1982
Předmět:	Perspective (graphical) Pedagogy Mathematics education Primary education Academic achievement Time on task CobB Psychology Education Classroom teacher
Zdroj:	The Elementary School Journal. 83:67-75
ISSN:	1554-8279 0013-5984
DOI:	10.1086/461294
Popis:	another important relationship that has implications for teacher behavior and for the training of teachers. A strong, positive, and consistent relationship has been found to exist between the -time students spend engaged in learning and their subsequent achievement performance (Bloom 1974; Hops and Cobb 1974; McKinney et al. 1975; Anderson 1976; Walker and Hops 1976; Anderson and Scott 1978; Good and Beckerman 1978; Hoge and Luce 1979; Rosenshine 1979a; Wyne and Stuck 1979; Stallings 1980; Stuck 1980). The purpose of this article is to examine the rapidly growing body of time-and-learning research from the perspective of the classroom teacher. Although this type of research suffers from some conceptual and methodological problems, several consistent findings have been reported that are relevant to the work of teachers and teacher educators. A
Databáze:	OpenAIRE
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