Time and School Learning: Theory, Research and Practice

academic achievement activities adaptive allocated amount approach appropriate aptitude areas assigned Association attention average Beginning behaviour Carroll cent chapter classroom collected complete concept concern continuity critical curriculum Development dimensions direct discussed Educational Research effective elementary Evaluation example expected experiences findings Follow formats goal grade implementation important improvement increase individual instruction interactions interest involved Journal learning learning tasks lesson major materials mathematics mean measures ment minutes monitoring objectives observation occur opportunity performance period planning practice presented procedures programme Psychology pupils questions reading relationship reported Review School Learning seatwork segments selected settings skills social specific spend spent staff structure student achievement student engaged studies success suggested Table tasks teachers teaching tests time-on-task tion transitions types University variables variety various workshops York