Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Muyskens, P.
Right arrow Articles by Ysseldyke, J. E.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Muyskens, P.
Right arrow Articles by Ysseldyke, J. E.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Student Academic Responding Time as a Function of Classroom Ecology and Time of Day

Paul Muyskens

Minneapolis Public Schools

James E. Ysseldyke

University of Minnesota

Decisions about scheduling classroom activities and routines are often based upon beliefs about when students are most able to learn. There is little research available to base these beliefs on. We investigated student academic responding time as a function of time of day for 122 students with and without disabilities in 10 schools in urban and suburban districts. We recorded student behavior in 19 domains and 12 instructional activities. Students were observed all day, and data were collected in 10-second intervals. Student academic responding time was higher when an academic activity was occurring, an active task was being used, and an individual rather than group structure was in place no matter what the time of day. This instructional arrangement occurred more often in the morning. We conclude that response time is a function of classroom ecology rather than time of day.

The Journal of Special Education, Vol. 31, No. 4, 411-424 (1998)
DOI: 10.1177/002246699803100401
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Assessment for Effective InterventionHome page
F. L. Wilczenski, T. Bontrager, and B. Ferraro
Measuring Functional Independence of Students with Severe Disabilities: Issues and Methods
Assessment for Effective Intervention, January 1, 2002; 28(1): 31 - 38.
[Abstract] [PDF]