Student Academic Responding Time as a Function of Classroom Ecology and Time of Day

Decisions about scheduling classroom activities and routines are often based upon beliefs about when students are most able to learn. There is little research available to base these beliefs on. We investigated student academic responding time as a function of time of day for 122 students with and w...

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Bibliographic Details
Published in:The Journal of special education 1998, Vol.31 (4), p.411-424
Main Authors: Muyskens, Paul, Ysseldyke, James E.
Format: Article
Language:English
Subjects:
Academic Achievement
Attention Control
Attention Span
Classroom Environment
Disabilities
Educational Environment
Elementary Education
Factors
Grade 5
Learning Processes
Long Term Memory
Public schools
Reading Comprehension
Response style
Self Contained Classrooms
Short Term Memory
Special needs children
Student Behavior
Student Placement
Student Reaction
Suburban Schools
Teaching Methods
Time Factors (Learning)
Time on Task
USA
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Summary:Decisions about scheduling classroom activities and routines are often based upon beliefs about when students are most able to learn. There is little research available to base these beliefs on. We investigated student academic responding time as a function of time of day for 122 students with and without disabilities in 10 schools in urban and suburban districts. We recorded student behavior in 19 domains and 12 instructional activities. Students were observed all day, and data were collected in 10-second intervals. Student academic responding time was higher when an academic activity was occurring, an active task was being used, and an individual rather than group structure was in place no matter what the time of day. This instructional arrangement occurred more often in the morning. We conclude that response time is a function of classroom ecology rather than time of day.
ISSN:0022-4669
1538-4764
DOI:10.1177/002246699803100401