2006 Student Research Conference:
19th Annual Student Research Conference


How Do School Structure, Teacher Behavior, and Student Behavior Impact Instructional Time in an Urban Classroom?
Sarah E. Schack♦
Dr. Wendy Miner, Faculty Mentor

The average amount of instructional time available to sixth-grade students in an urban middle school was investigated. Specifically, the study examined the impact of school structure, teacher behavior, and student behavior on instructional time. School structure included transitions, classroom visitors, announcements, and students enrolling or withdrawing from school. Teacher behavior included writing referrals, passing out candy, making phone calls home, and conferencing with individual students or the entire class. Student behavior included fights, conflicts, and students not listening. In addition, the students’ and the teacher’s perceptions of learning were examined. Results from the analysis of both quantitative and qualitative data support the conclusion that school structure, teacher behavior, and student behavior each contributed to the decrease in the amount of time available for instruction. In addition, results indicated that students consistently perceived to be spending more time learning than the teacher’s perception.

Keywords: instructional time, school structure, teacher behavior, student behavior, perception, learning


Presentation Type: Oral Paper

Session: 1-2
Location: OP 2113
Time: 8:30

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