Instructional time is a precious commodity within the school day. Research has shown (Gettinger & Ball, 2008; Hollywood, Salisbury, Rainforth & Palombaro, 1994) that students are only academically engaged for a fraction of time that is protected for instruction. In order to increase academic achievement, we must increase and protect instructional time. This study used a multiple baseline design across teachers to examine teacher behavior and student engagement. Teachers and students were systematically observed in the classroom. In the first phase, the data from these observations were provided graphically to teachers, thus serving as performance feedback. Performance feedback has been demonstrated as an effective means of increasing treatment integrity and facilitating teacher behavior change (Noell et al., 2005). During the second phase of the study, consultation meetings included a review of the data, collaborative brainstorming of strategies for increasing instructional time and goal setting. It was hypothesized that sharing performance feedback would lead to increased levels of observed instructional time. Results show inconsistent effects for increasing instructional time across participants.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-6645 |
| Date | 01 January 2012 |
| Creators | Klein, Suzanne A |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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