The purpose of this study was to compare the achievement of adult high school students enrolled in a one-semester economics course allocated 60 hours of instruction to the achievement of regular high school students in the same course that was allocated 73 hours of instruction.From three large high schools in Indiana offering both regular high school and adult high school credit programs, a sample of 178 students was selected. One case was dropped from the study, reducing the sample size to 177.The structure of the available adult education delivery system did not permit a direct comparison of adult high school credit classes with differing instructional time allotments.As a result, the achievement comparison was made between adult high school and regular high school students. To control for possible initial differences between the two groups of students with regard to academic aptitude, the Test of Cognitive Stills was administered.The Test of Economic Literacy Form A was selected as a pretest to measure each student's prior knowledge of economics. The Test of Economic Literacy Form B was administered at the completion of the course to measure the achievement gain.A two-by-two analysis of covariance was used to statistically analyze the data.FindingsThe null hypothesis was tested for significance at the .05 level. The null hypothesis of no difference was not rejected, and the following conclusion was made:ConclusionThe allocation of thirteen additional hours of classroom instructional time to senior high economics classes did not produce a significant gain in achievement.

The purpose of this study was to investigate the time management skills of Indiana vocational high school home economics teachers. The problem accessed in the study are: (1) Do Indiana vocational high school home economics teachers have higher means for time management skills than the established norm (mid level management students) and (2) Is there a difference in the means for time management skills of the Indiana vocational high school home economics teachers by teaching assignment?Three hundred and fifty Indiana vocational high school home economics teachers selected by systematic random sampling design were mailed the instrument with 232 usable responses. The Time Problems Inventory by A. Canfield measured the teachers' time management skills in priority setting, planning, delegation and discipline. Reliability and construct validity were measured with factor analysis. The subjects' teaching assignment was determined with a demographic question.The findings of the study indicated the following:1) Indiana vocational high school home economics teachers' time management skills in the areas of priorities and planning were lower than those of the norm.2) In the area of delegation, the norm group and the home economics teachers showed no significant difference.3) Indiana vocational high school home economics teachers tested significantly above the norm group in the time management skills of discipline.4) The home economics teachers did not differ in management skills by teaching assignment.In total time management skills, Indiana vocational high school home economics teachers are weaker in the areas of planning and priorities. These skills might be strengthened through inservice education. / Department of Home Economics

The purpose of this study was to investigate teacher allocation of time and to examine if that allocation of time was related to teacher perceptions of principal behaviors and school policies. The study emerged from a review of the time-on-task literature and the principal effectiveness literature which suggested that teacher allocation of time might be related to principal behaviors and school policies. Three research questions were posed: (1) How do teachers allocate time to teaching responsibilities? (2) What perceptions do teachers have of principal behaviors and school policies at their schools? (3) Is there a relationship between teacher perceptions of principal behaviors and school policies and teacher allocation of time? To address these questions, a random sample of full-time elementary, classroom teachers from a large suburban school district near Portland, Oregon, was used. These teachers represented fourteen moderate size schools with student populations ranging from 325 to 550. The "Tucson Teacher Job Description Survey" was used to measure teacher allocation of time in six areas of teaching responsibility: Instruction, Instructional Planning, Classroom Management, Diagnosis & Counseling, School System Responsibilities, Clerical & Administrative. Principal behaviors and school policies, derived from the Stallings & Mohlman (1981) study, "School Policy, Leadership Style, Teacher Change and Student Behavior in Eight Schools" were used to measure teacher perceptions of principal behaviors and school policies. Statistical comparisons using multiple regression analysis were used to predict teacher allocation of time based upon teacher perceptions of principal support. A three-way factor analysis did not confirm the principal behavior and school policy labels derived from Stallings & Mohlman (1981). Three new labels of principal support were established: Professional Support, Instructional Support, Resource Support. Five variables from the Professional Support category were found to be significantly related to the time allocation areas of Instruction and Diagnosis & Counseling. Findings from this study showed no significant relationships between Instructional Support or Resource Support to teacher allocation of time. Teachers reported to spend the most time in Classroom Management responsibilities. The least amount of time was devoted to School System Responsibilities. Teachers perceived principals in this sample to have a higher frequency of Professional Support behaviors than the other two categories. Principals were rated high in speaking preparation, setting an example by working hard, and looking out for the welfare of teachers. The availability of custodial services when needed was rated low by teachers. Information from this study will assist principals in knowing where teachers allocate time, how teacher perceptions relate to teacher allocation of time, and what principal support variables most significantly contribute to teacher time allocations. Teachers will be made aware of time allocation variables which may affect time allocated to student Instruction. Recommendations include additional research with other groups of teachers to substantiate these findings and further study into reliable scales which measure teacher perceptions of principal support.

The purpose of this study is to document how much time teachers in a large suburban school district expend on their professional responsibilities at home and at school. The study also documents the time usage and allocation through the relationships of teaching experience and teaching grade level assignment. Fairfax County Public Schools and all school systems are facing increasing demands for educational reform. Teacher responsibilities have continued to increase with many current reform initiatives. Consequently the associated time for reform implementation, with increased demands is not limitless. Current time usage documentation is important data needed in future educational reform decisions. Two hundred and thirty-one randomly selected teachers completed a questionnaire regarding the time spent working in an average week for Fairfax County Public Schools. The results of this study are reported in total time spent on tasks associated with their professional responsibility both at home and school; and time spent specifically on; individual planning, group/team planning, assessment, instructional contact, career and staff development and parent communication. The mean hours per week reported in this survey was fifty-nine hours per week. T-Tests comparisons revealed Significant differences in three categories at the .10 level of confidence; first year teachers spend less time in staff development, middle school teachers spend more time in team planning and elementary teachers spend less time in team planning. There were no significant findings in any other areas of data analysis. T-Tests were utilized to examine Significant differences in time distribution between means in the following demographic areas; years of teaching experience and grade level assignment. Reviews of literature reveal a few studies of teacher time documentation exist in England and West Germany. This study is one of the first in the United States documenting teacher time usage in a large suburban school district. The interpretive results from this study provide data for strategic planning for educational reform and suggest areas for further research in teacher time usage. / Ed. D.

Call number: LD2668 .T4 1986 C37 / Master of Science

This study investigated the practices, perceptions, and time expenditures of post-secondary instructors in American institutions as they prepared for, taught, and reflected on the tasks involved in teaching a one-semester course. The participants either taught in a traditional face-to-face setting or in an all-online context. This study compares and contrasts the experiences of the participants. Although research in the business field includes models for improving productivity, the world of education rarely looks at these subjects, especially in the context of what leads to a successful course. The few studies there have been on similar topics in education have generally failed to provide consensus on amount of time the delivery of an online course requires and on the factors that contribute to that time difference. A clear trend in higher education is the growing use of instructional technology tools that can help instructors meet the needs of students and facilitate the teaching process. However, these changes also bring about challenges for faculty, challenges that must be examined, understood, and addressed in order to ensure the best possible learning environment for everyone involved. This study was designed to examine faculty teaching practices and gain insight into the experiences of faculty teaching classroom-based courses and faculty teaching online or Web-based courses. A qualitative, case study approach was used to conduct an in-depth investigation that focused on the tools and methods that faculty members employ to help them optimize the time they devote to course activities. The study also revealed a set of good practices used by these faculty members. Data included semi-structured interviews, faculty profile questionnaires, and teaching journals. Findings revealed that faculty teaching online recorded an average of one hour per week more on their courses than did faculty teaching in the classroom. There was minimal difference in time commitment between online and classroom-based faculty participants when considering factors such as gender, type of higher education institution, and experience level. Overall, perceptions of faculty workload averaged three hours more than the actual time recorded during the journaling phase of the study, with all of the face-to-face instructors perceiving that they would work more hours than they actually logged on their journals. Only half of the online instructors perceived that they would work more hours than they actually logged. Significant issues brought to light for faculty in both delivery formats included (1) lack of adequate or sufficient preparation for teaching, (2) limited availability of faculty training, and (3) lack of sufficient time to teach. The study also revealed the variation of instructional strategies used for comparison, and a set of common good practices that apply to both online and face-to-face courses. / text

<p>The aim of this essay is to get a deeper understanding of a teachers' profession and to get knowledge of how earlier experiences can influence you as a teacher. I have interviewed a female teacher, Pia to get this understanding. As a tool to get the teacher's whole story I used the life story method. In her profession she is influenced by her own importance of security as a child.</p><p>Her own needs of security has given her an deeper understanding for pupils like herself during the childhood; insecure and afraid. Her understanding for all kinds of behavior among the children has increased by her own experiences.</p><p>The story shows that Pia is frustrated by the fact that she can't control her own working time. There are many factors of vital importance that determine a teachers time in school, for example the alteration of society and the teachers' role in school.</p> / <p>Syftet med denna uppsats är att få en fördjupad insikt i en lärares arbete och att få kunskap om hur tidigare upplevelser kan påverka arbetet som lärare. För att få denna förståelse har jag intervjuat en kvinnlig lärare, Pia, som varit yrkesverksam i 10 år. Genom att använda livsberättelsemetoden har jag fått tagit del av hennes berättelse. I berättelsen framkom att betydelsen av trygghet var en upplevelse som har påverkat hennes yrkesutövning. Det egna behovet av trygghet har gett en förståelse i första hand för elever som är oroliga och rädda precis som hon själv var under skoltiden. Den egna upplevelsen och erfarenhet har gjort att förståelsen utökats till att omfatta alla barn.</p><p>Genom berättelsen framkommer Pias frustration över att inte själv styra över arbetstiden. Det framkommer att det finns många faktrorer som är avgörande för hur en lärares tid fördelas och vad som styr den tiden. Exempel på sådana faktorer är samhällsförändring och en förändrad lärarroll.</p><p> </p>

The aim of this essay is to get a deeper understanding of a teachers' profession and to get knowledge of how earlier experiences can influence you as a teacher. I have interviewed a female teacher, Pia to get this understanding. As a tool to get the teacher's whole story I used the life story method. In her profession she is influenced by her own importance of security as a child. Her own needs of security has given her an deeper understanding for pupils like herself during the childhood; insecure and afraid. Her understanding for all kinds of behavior among the children has increased by her own experiences. The story shows that Pia is frustrated by the fact that she can't control her own working time. There are many factors of vital importance that determine a teachers time in school, for example the alteration of society and the teachers' role in school. / Syftet med denna uppsats är att få en fördjupad insikt i en lärares arbete och att få kunskap om hur tidigare upplevelser kan påverka arbetet som lärare. För att få denna förståelse har jag intervjuat en kvinnlig lärare, Pia, som varit yrkesverksam i 10 år. Genom att använda livsberättelsemetoden har jag fått tagit del av hennes berättelse. I berättelsen framkom att betydelsen av trygghet var en upplevelse som har påverkat hennes yrkesutövning. Det egna behovet av trygghet har gett en förståelse i första hand för elever som är oroliga och rädda precis som hon själv var under skoltiden. Den egna upplevelsen och erfarenhet har gjort att förståelsen utökats till att omfatta alla barn. Genom berättelsen framkommer Pias frustration över att inte själv styra över arbetstiden. Det framkommer att det finns många faktrorer som är avgörande för hur en lärares tid fördelas och vad som styr den tiden. Exempel på sådana faktorer är samhällsförändring och en förändrad lärarroll.

It is commonly observed that elementary and secondary teachers often work in isolation and that providing opportunities for teachers to work together helps improve student outcomes. But it can be difficult to find time for teacher collaboration, whether in professional learning communities, grade-level teams, or other collaborative groups. Given the extensive role of collective bargaining agreements in governing teachers’ hours and working conditions, this study explores the role of collective bargaining in creating time for teacher collaboration. Using legal and content analyses, the study examines scope-of-bargaining statutes in each state to determine the extent to which district and union leaders are required to bargain over teacher time. It also uses the content-analysis methodology to review how collective bargaining agreements from thirty-one of the nation’s largest school districts restrict or promote teacher time for collaboration. The study concludes that collective bargaining plays a considerable role in teacher collaboration time. Not only do most states have statutes that require stakeholders to bargain to create opportunities for collaboration time, the resulting collective bargaining agreements directly and indirectly affect time for collaboration. These findings establish that in almost all states where collective bargaining is required, school officials and teachers cannot advance teacher collaboration without the assistance of collective bargaining. Moreover, success in creating collaboration time depends largely on how the collective bargaining agreements restrict or promote that time. In light of these findings, the study recommends that local leaders and state policymakers take steps to promote teacher collaboration through collective bargaining by (1) prioritizing and reducing teacher workload; (2) removing teacher duty-hour limits; (3) expanding noninstructional time, including through additional teacher-collaboration set-asides; and (4) involving school leadership in determining how noninstructional time is used.

The general purpose of this study completed in 1999 was to create an accurate, documented description of the experiences of nine students, three faculty members and two administrators in higher education in Chile during the military government 1973 - 1990.A qualitative approach was selected as the most appropriate methodology to' complete the study. A variety of methods and data collection strategies were used. The major data collection strategies were interviews and reviewing of primary and secondary written sources. The interviews were used to collect evidence concerning interviewees' experiences, as well as their attitudes, and perceptions regarding the events that occurred in higher education during the rule of the military government 1973 - 1990.The researcher decided to use a judgment sample of interviewees from the population based on their knowledge about the topic and their willingness to share their knowledge and experiences. Geographical representation, position within the institutions, kind of institution represented, and gender were major the considerations at the moment of selecting the sample too.Thanks to the U.S.A. Freedom of Information Act, which established an effective statutory right to access by any person or organization to federal government information, the researcher found official information that allowed for triangulation of evidence.The findings showed that the changes the military government implemented through their modernization of the educational system did not follow the historical trend of educational development in Chile. Furthermore, under the military government, policymaking in higher education was circumscribed to autocratic arenas, which usually coincided with government policy. Education was utilized to serve the purpose of the government. The educational system 1973 - 1990 failed to serve those with special needs. Free-market policies profoundly transformed education from a right available to all, to a commodity available in varying quantity and quality according to purchasing power of individuals.The impact of military government on higher education during the military rule was notorious and huge. Even though they were destructive in some aspects the military government did good things for the educational system. The issue in discussion is the price that was paid. / Department of Educational Leadership