Access the full text.
Sign up today, get DeepDyve free for 14 days.
Loading next page...
/lp/sage/teacher-transitions-can-disrupt-time-flow-in-classrooms-UQ7mDmW918
References (21)
-
D. Wiley, Annegret Harnischfeger (1974)
Explosion of a Myth: Quantity of Schooling and Exposure to Instruction, Major Educational Vehicles1Educational Researcher, 3
-
J. Kounin, Wallace Friesen, A. Norton (1966)
Managing emotionally disturbed children in regular classrooms.Journal of Educational Psychology, 57
-
J. Kounin (1970)
Discipline and group management in classrooms -
L. Anderson (1976)
An empirical investigation of individual differences in time to learn.Journal of Educational Psychology, 68
-
(1979)
Classroom Management, 78th Yearbook of the National Society for the Study of Education -
M. Arlin, Ian Westbury (1976)
The leveling effect of teacher pacing on science content masteryJournal of Research in Science Teaching, 13
-
(1979)
Making managerial decisions in classrooms -
J. Kounin, P. Gump (1974)
Signal Systems of Lesson Settings and the Task-Related Behavior of Preschool Children.Journal of Educational Psychology, 66
-
Louis Smith, William Geoffrey (1968)
The complexities of an urban classroom : an analysis toward a general theory of teaching -
Ian Westbury (1973)
Conventional Classrooms, “Open” Classrooms and the Technology of Teaching∗Journal of Curriculum Studies, 5
-
T. Good, D. Grouws, T. Beckerman (1978)
Curriculum Pacing: Some Empirical Data in MathematicsJournal of Curriculum Studies, 10
-
R. Barr (1973)
Instructional Pace Differences and their Effect on Reading Acquisition.Reading Research Quarterly, 9
-
M. Arlin, G. Roth (1978)
Pupils’ Use of Time While Reading Comics and Books1American Educational Research Journal, 15
-
R. Barr (1975)
How Children Are Taught to Read: Grouping and PacingThe School Review, 83
-
Urban Dahllöf (1971)
Ability grouping, content validity, and curriculum process analysis -
W. Dockrell, D. Hamilton (1980)
Rethinking educational research -
U. Lundgren (1977)
Model analysis of pedagogical processes -
U. Lundgren (1972)
Frame Factors and the Teaching Process: A Contribution to Curriculum Theory and Theory on Teaching -
J. Kounin, Patrick Doyle (1975)
Degree of continuity of a lesson's signal system and the task involvement of children.Journal of Educational Psychology, 67
-
J. Kounin, P. Gump (1958)
The Ripple Effect in DisciplineThe Elementary School Journal, 59
-
Ian Westbury (1980)
Schooling as an Agency of Education: Some Implications for Curriculum Theory
- Publisher
- SAGE
- Copyright
- Copyright © 2019 by American Educational Research Association
- ISSN
- 0002-8312
- eISSN
- 1935-1011
- DOI
- 10.3102/00028312016001042
- Publisher site
- See Article on Publisher Site
Abstract
Disruptive pupil behavior (time off-task) was analyzed during teacher-initiated transition time and during nontransitional time. Expectation of disruption during transitions was based upon Kounin’s notions of classroom activity flow and more general notions of classroom time flow. The notion of activity flow centered about smoothness, momentum, and continuity of signal systems. The notion of time flow centered about teachers’ use of steering criterion groups to gauge the timing of activity shifts. Participants were 50 student teachers in grades one through nine in five unobtrusive experiments (one original and four replications). Expectations were confirmed that transitions disrupt time flow and that disruptive pupil behaviors increase during unstructured transitions. Procedures for structuring transitions to increase time-on-task and to maintain smoothness and momentum are described. Tentative observations about teachers’ conceptions of time and classroom time flow are presented.
Journal
American Educational Research Journal – SAGE
Published: Nov 23, 2016