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Classroom Instruction and the Loss of Instructional Time: A Case Study

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Abstract:

The purpose of this study was to quantify the loss of instructional time within a K-12 school and identify whether students or teachers initiated time loss. A mixed methods approach and critical incident technique were used. At this southeastern United States school, loss of allocated instructional time ranged from 14% to 39% across the elementary, middle and high levels. Both students and teachers initiated non-use of instructional time. A small magnitude of effect showed a significant relationship between schools and non-instructional use of time, and schools and student-initiated non-instructional use of time. Creating awareness about loss of instructional time, establishing commitments to classroom management practices, and using instructional time for its intended purposes are likely to reduce the loss of allocated time.

Keywords: USA; classroom effectiveness; classroom instruction; classroom management; instructional time; quality

Document Type: Research Article

DOI: http://dx.doi.org/10.7459/es/24.3.06

Affiliations: 1: University of Florida 2: Ball State University

Publication date: January 1, 2006

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  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

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