Date of Award
2004
Document Type
Thesis
Degree Name
Master of Arts
Department
Education
First Advisor
Richard Boyle
Abstract
For many years, educators have researched the correlation between student achievement and instructional time. In this study, allocated time, engaged time, and academic learning time will be researched at Walt Disney Elementary in Marceline, Missouri. Through research studies, teacher surveys, and building schedules, the researcher will conclude aspects needed to improve instructional time and student achievement at Walt Disney Elementary.
Teacher perception and opinions are paramount. Classroom teachers completed a questionnaire to address specific strengths and weaknesses within the current scheduling theory. Teacher input regarding administrative requests for information and peripheral job duties were questioned as to their impact on teacher planning and instruction time. The purpose of the research project is designed to identify specific areas of improvement at Walt Disney Elementary.
Organizing the school and the curriculum around time is a major design flaw. Many schools compound the problem by operating on the faulty assumption that all students require the same amount of time to learn, or that using academic time for nonacademic purposes has a negligible effect on learning. School leaders should help teachers think about managing learning time - especially academic learning time - so it's more productive.
Recommended Citation
Peiffer, Sarah Beth, "Which Aspects of Time Are the Most Effective When Analyzing and Implementing Schedules for Student Instruction" (2004). Theses. 1173.
https://digitalcommons.lindenwood.edu/theses/1173
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