Generalized Effects of a Highly Structured Time-on-Task Intervention
Bibliographic Data
| ID | 13669296 |
|---|---|
| Authors | Donald B Bailey (0000-0002-0513-9330, University of North Carolina at Chapel Hill Bluefield State College and Concord College, corresponding author), William N Bender (University of North Carolina at Chapel Hill Bluefield State College and Concord College), Gary B Stuck, Marvin D Wyne (University of North Carolina at Chapel Hill) |
| Year | 1984 |
| Volume | 54 |
| Issue | 2 |
| Pages | 483-490 |
| Publication date | 1984-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1984.54.2.483 |
| OpenAlex | W1981049990 |
| Language | EN |
| References cited | 12 |
Peer ratings of the behaviors of 42 third and 73 sixth grade low-achieving children were examined to assess the extent co which effects of a highly structured time-on-task program generalized to the regular classroom. When compared with low-achieving peers who received supplementary remedial instruction in basic skills in a tutorial program, time-on-task students received significantly higher post-intervention peer ratings on task orientation. These results indicated that effects on task orientation generalized to the regular class, but effects on classroom misbehavior or social acceptance did not generalize. Implications for the availability of time-on-task in classrooms were discussed
Class (philosophy · Developmental psychology · Intervention (counseling · Mathematics education · Orientation (vector space · Remedial education · Task (project management · Computer Science · Early Childhood Education and Development · Educational Environments and Student Outcomes · Parental Involvement in Education · Psychology · Social Psychology
| Highly cited | No |
|---|