Correspondencia entre horas de instrucción y preferencias de aprendizaje de estudiantes
Varios estudios sugieren que al hacer que la hora de instrucción corresponda con las preferencias de estudiantes, se pueden aumentar las notas de cursos y de exámenes, mejorar el comportamiento y bajar el nivel de ausentismo y de llegar tarde. Sin embargo, es difícil identificar una "mejor hora del día" para enseñar porque la investigación muestra que hay mucha variación de preferencias, sin importar la edad de los estudiantes. Callan (1998), basándose en su investigación con estudiantes de la secundaria, informó que menos del 10% prefería la mañana temprana, el 15% prefería la tarde antes de las 5:00 PM, el 15% prefería la tarde después de las 5:00 PM y el 33% no declaró tener ninguna preferencia por la hora del día. Los demás estudiantes tenían dos o hasta tres preferencias de horario. Dunn (1985) resumió su trabajo sobre las preferencias de horario con estudiantes de la primaria e informó que el 20% prefería la mañana temprana, el 33% prefería las últimas horas de la mañana y el 33% prefería la tarde. Una comparación de las estadísticas de Dunn y Callan sobre las preferencias del horario de estudiantes de primaria y secundaria, sugiere que más del doble de los estudiantes de primaria prefería la mañana. Los datos también sugieren que durante la niñez y la adolescencia, los niños tienen una gama amplia de horas preferidas del día y que no hay ninguna hora que sea mejor para todos en cualquier categoría de edad.
Después de determinar las preferencias de aprender de sus estudiantes respecto a una variedad de factores (por ej., preferencias de horario, la luz en el salón de clase, preferencias de aprendizaje corporal activo), los maestros en una escuela de Carolina del Norte programaron las materias más desafiantes en sentido académico durante las horas en que la mayoría de estudiantes decían estar más alertos. Hubo una mejora enorme en los informes de los maestros sobre el comportamiento general de los 264 estudiantes que participaron en el estudio y las notas de exámenes mejoraron también gradualmente (Klavas, 1994).
Gadwa y Griggs (1985) estudiaron las preferencias de estilos de aprender de 103 jóvenes que habían abandonado la escuela y compararon los resultados con las preferencias de horario de 213 estudiantes escogidos al azar de cinco escuelas secundarias de la zona y 214 estudiantes en una educación alternativa. Estas investigadoras reportaron que, entre otras variables del estilo de aprender, los jóvenes que habían abandonado la escuela secundaria en Washington preferían la tarde después de las 5:00 PM como la hora óptima de aprender y tenían dificultades para aprender por la mañana.
Alguna investigación sugiere que entre los niños muy pequeños, la mañana parece ser la mejor parte del día para participar en actividades de aprendizaje. Los miembros del personal en un centro de desarrollo infantil entrevistados por Wheeler (1995) informaron que los niños que asistían al programa preescolar en la mañana se ajustaban mejor a la escuela que los niños que asistían en la tarde. En otro estudio, 154 maestros preescolares en una encuesta llevada a cabo en Grecia informaron que en la tarde había el doble de los problemas de comportamiento que ocurrían en la mañana (Papatheodorou y Ramasut, 1993). Es posible que los niños muy pequeños se desempeñen mejor en la mañana porque necesitan tomar la siesta en la tarde.
Correspondencia entre horas de instrucción y materias específicas
En general, muy pocos estudios han demostrado de manera concluyente que, por ejemplo, los estudiantes de primaria hacen mayores progresos en lectura en la tarde o en la matemática en la mañana. Más bien, los estudios parecen sugerir que un estudiante aprende mejor cualquier materia académica en su hora preferida del día. No obstante, se ha llevado a cabo cierta investigación que indica que los estudiantes de primaria que no alcanzan el nivel de logros esperado para su grado hacen las tareas de lectura mejor en la tarde. Barron, Henderson y Spurgeon (1994) descubrieron que en una escuela primaria, los estudiantes del primero al cuarto grados que no alcanzaban el nivel de su grado, lograron aumentos significativos en notas de lectura en los exámenes de logro cuando se les instruía por la tarde en comparación con el grupo de control que recibía la instrucción en la mañana. Davis (1987) halló resultados similares con 100 estudiantes del primer grado que empezaban a leer (lectores tanto de alta capacidad como de baja); se alcanzaron mejoras mayores cuando la instrucción ocurría en la tarde.
En un estudio pequeño con 36 participantes, Ammons, Booker y Killmon (1995) administraron el Learning Style Inventory (Inventario de Estilos de Aprendizaje, Dunn, Dunn y Price, 1990) a estudiantes de quinto grado para determinar la hora del día en que preferían aprender. Los estudiantes entonces se dividieron en dos grupos y se les dio una lección de ciencias en la mañana o en la tarde. Al tomar una prueba, los estudiantes cuya hora preferida del día había correspondido con la hora de instrucción tuvieron notas significativamente más altas que los estudiantes cuya preferencia de horario no había tenido correspondencia directa. Aunque los autores recalcan que las diferencias individuales imposibilitan declarar que todos los estudiantes de cierto grado o cierta edad aprenden mejor a cierta hora, en este estudio 24 de los estudiantes preferían la tarde, 2 la mañana y 10 no tenían ninguna preferencia. Los autores sugieren que las escuelas tal vez deberían considerar la programación de las materias más desafiantes en el horario preferido por los estudiantes. Si este tipo de programación no fuera posible para todos los estudiantes, quizás alguna forma de rotación de materias podría intentarse de modo que todos los estudiantes tuvieran la oportunidad de aprender en su hora preferida.
En otra investigación, Virostko (1983) condujo un estudio con 286 estudiantes del tercero al sexto grados en una escuela primaria donde se ofreció la lectura o la matemática en la hora preferida de los estudiantes durante un año. Basado en el examen PEPS del Estado de New York, los estudiantes tuvieron notas significativamente más altas en la materia que fue enseñada en su horario preferido para aprender. En el segundo año, al invertirse las horas de las materias, se invirtieron los resultados, y el 98% tuvo notas más altas en la materia que se enseñó durante la hora preferida del día. Finalmente, Lynch (1981) estudió a 136 estudiantes de 11º y 12º grados con problemas crónicos de ausentismo y descubrió que las notas en un curso de inglés mejoraron dramáticamente cuando la hora programada del curso correspondió con su hora preferida para aprender.
El horario para el comienzo del día escolar
El tema de la mejor hora para comenzar la escuela recientemente ha recibido atención en los medios de comunicación y ha sido un tema de debate entre los superintendentes de distritos escolares. El debate suele enfocarse específicamente en el horario para el comienzo de la escuela secundaria. Hallazgos relativamente recientes sobre los adolescentes y sus patrones y necesidades de sueño han impulsado este debate (Lawton, 1999).
Los ritmos diarios y los horarios de escuelas
La investigación apoya la idea que la mayoría de la gente tiene cierta hora del día cuando está más alerta y puede desempeñarse mejor. El ser humano tiene ciertos mecanismos internos de medir el tiempo, que se llaman ritmos diarios. La temperatura del cuerpo humano sube gradualmente durante el día y baja por la noche (causando un declive de prontitud mental), normalmente llegando al punto más bajo cerca de las 5:00 AM. Los ritmos diarios pueden cambiar a lo largo de la vida de una persona. Típicamente, cuando los niños entran en la pubertad, pasan por un cambio que los orienta hacia un horario de acostarse más tarde y levantarse más tarde; mientras una persona envejece, los ritmos vuelven a un horario más temprano. No obstante, la hora ideal del día puede variar mucho de una persona a otra y no hay ninguna hora del día que sea la mejor para todos a cierta edad. Para muchas personas, el ciclo de cambios en la temperatura corporal sigue un patrón distinto o los máximos se alcanzan a horas distintas del día. Los horarios escolares por naturaleza no benefician a "todos los estudiantes todo el tiempo" porque no todos los estudiantes están en "sus máximos" durante las horas matutinas cuando muchos educadores programan las materias más difíciles. El declive en la temperatura corporal y la prontitud mental también es reconocido por los educadores pero rara vez los acomodan a los horarios escolares (Biggers, 1980; Carskadon, 1999).
La investigación del sueño y los adolescentes
Según la investigación conducida por Mary A. Carskadon (Carskadon, 1990; Carskadon, Vieira y Acebo, 1993; Carskadon, Wolfson, Tzischinsky y Acebo, 1995), la edad no parece predeterminar la mejor hora del día para una persona. Sin embargo, los cambios hormonales y fisiológicos que acompañan la pubertad sí afectan los horarios de sueño de los adolescentes, haciendo más difícil dormirse temprano o levantarse temprano. La pubertad ocasiona cambios en los horarios de sueño de los adolescentes favoreciendo un horario más nocturno, y los adolescentes que se acuestan tarde y son difíciles de despertar en la mañana tal vez no sean "perezosos" sino que únicamente sigan su ciclo natural. Carskadon et al. se concentraron en estudiantes de sexto grado y hallaron que, dada la opción de acostarse a la hora que prefirieran, los que habían entrado en la pubertad preferían acostarse mucho más tarde que los que todavía no habían entrado en la pubertad (aunque cada grupo necesitaba el mismo total de 9 horas de sueño). Los investigadores también se sorprendieron al descubrir que factores como la presión social y las exigencias académicas tenían muy poco que ver con el cambio en la hora preferida de acostarse (Carskadon, Vieira y Acebo, 1993).
Los cambios asociados con la pubertad desgraciadamente suelen coincidir con la transición a la escuela intermedia o secundaria. Estas escuelas frecuentemente tienen horarios más tempranos que las escuelas primarias. El trabajo posterior de Carskadon y sus colegas sugirió que muchos adolescentes en escuelas secundarias con un horario más temprano para comenzar, mostraban indicios de privación del sueño. Los investigadores siguieron a 40 estudiantes que en el 9º grado comenzaron la escuela a las 8:25 AM y después progresaron a una escuela secundaria que comenzaba a las 7:20 AM. Se acostaban a horas similares (10:40 PM, promedio, en los grados 9º y 10º). El horario más temprano de comenzar se asociaba con una privación significativa de sueño y somnolencia durante el día. De hecho, al recibir la oportunidad como parte del experimento de intentar dormir en la mañana al llegar a la escuela, casi la mitad de los estudiantes de 10º grado entraron en el sueño profundo de REM (movimiento rápido de los ojos, que normalmente sólo ocurre en medio de la noche), y tardaron un promedio de 5 minutos en dormirse. Según indica Carskadon, los cerebros de los estudiantes-a las 8:30 de la mañana, durante el segundo o tercer período-esencialmente estaban todavía durmiendo. Los investigadores concluyeron que las influencias psico-sociales y los cambios en los sistemas biorregulatorios que controlan el sueño limitan las capacidades de los adolescentes de hacer ajustes adecuados a un horario escolar temprano (Carskadon, Wolfson, Acebo, Tzischinsky y Seifer, 1998).
Wolfson y Carskadon (1998) hallaron que los comportamientos del sueño y de estar despiertos cambian significativamente durante los años de la adolescencia. El objetivo de su estudio era el de describir la relación entre las costumbres de sueño y de estar despierto, las características del estudiante (edad, sexo, escuela) y su modo de funcionar durante el día (estado de ánimo, rendimiento escolar y comportamiento). Se administró una encuesta de hábitos de sueño (Sleep Habits Survey) durante la primera clase del día a 3.120 estudiantes en cuatro escuelas secundarias públicas de tres distritos escolares de Rhode Island. La duración del sueño total auto-reportada (en las noches de la semana y del fin de semana) disminuyó unos 40 a 50 minutos entre las edades de 13 y 19 años. La pérdida de sueño se debía a horarios cada vez más tardes de acostarse, mientras que las horas de levantarse eran más consistentes entre las edades. Los estudiantes que se describían como teniendo dificultades o fracasando en la escuela (los que recibían notas de C, D o F) dormían como 25 minutos menos y se acostaban un promedio de 40 minutos más tarde en las noches previas al día escolar en comparación con los estudiantes que recibían notas de A y B. Los estudiantes del grupo de dormir poco las noches de escuela-sueño total- (por ej., estudiantes que dormían menos de 6 horas 45 minutos) y/o fin de semana largo y grupo de retraso a la hora de acostarse (más de 120 minutos más tarde en las noches del fin de semana en comparación con las noches de escuela) informaron sobre un aumento de la somnolencia durante el día, estados de ánimo depresivos y problemas en los comportamientos de dormir y despertarse. En contraste, los estudiantes que dormían más de 8 horas 15 minutos con un retraso de menos de 60 minutos los fines de semana, no reportaron estos problemas (estudiantes en el grupo de sueño adecuado dormían más tiempo y tenían horas de acostarse más regulares durante toda la semana).
Los investigadores concluyeron que la mayoría de los adolescentes encuestados no recibía una cantidad suficiente de sueño y que la pérdida del sueño dificultaba su funcionamiento diario.
La respuesta de sistemas escolares a la investigación del sueño: La experiencia de Minnesota
Minnesota está respondiendo a la investigación sobre los patrones de sueño de adolescentes: varios distritos escolares han cambiado el horario del comienzo en respuesta a la investigación reciente sobre el sueño, entre ellos Edina (un suburbio de Minneapolis) y las Escuelas Públicas de Minneapolis. Un proyecto importante del Centro de la Investigación Aplicada y el Mejoramiento Educativo (Center for Applied Research and Educational Improvement, o CAREI) de la Universidad de Minnesota, estudió la implementación y ramificaciones de estos cambios en el horario del comienzo escolar en el sistema (Wahlstrom, Wrobel y Kubow, 1998; Wahlstrom, Davison, Choi y Ross, 2001).
Después de aprender que los ciclos de sueño de los adolescentes típicamente se extienden de las 11:00 PM a las 8:00 AM y que hasta el 20% de sus estudiantes se dormía en los dos primeros períodos de clase (Wahlstrom, 2000), el Distrito Escolar Público de Minneapolis (Public School District, o MPSD) cambió el horario del comienzo de las escuelas secundarias de las 7:20 AM a las 8:30 AM. Los investigadores de CAREI compararon la nueva hora de empezar del MPSD con las horas de comienzo de 7:25 AM y 7:15 AM de otros dos distritos escolares que no las habían cambiado. Los investigadores hallaron que la hora promedio de acostarse para estudiantes en los tres distritos era aproximadamente la misma (11:20 PM), pero que los estudiantes en los distritos que empezaban a las 8:30 AM tenían un promedio de media hora más de sueño que los estudiantes en los distritos que empezaban más temprano. Tanto estudiantes como maestros en el distrito que empezaba más tarde informaron de un declive en la somnolencia durante el día, llegadas tarde, ausencia a las clases del primer período, dormirse en clase, depresión y enfermedad. Los consejeros informaron que el número de estudiantes referidos por problemas relacionados con el estrés también se redujo significativamente. Los maestros y administradores observaron que los estudiantes parecían estar más alerta y que en general, había un ambiente más positivo y tranquilo en la escuela. Los maestros también informaron que ellos mismos se sentían menos privados de sueño y agotados al fin del año escolar. La participación en los deportes y actividades extracurriculares después de la escuela no pareció afectarse y los trabajos de estudiantes no tuvieron que ser disminuidos en cuanto al número de horas trabajadas (Wahlstrom, Wrobel y Kubow, 1998; Wahlstrom, Davison, Choi y Ross, 2001; Lawton, 1999; Wahlstrom, 2000).
Lawton (1999) discutió los resultados del estudio de Minnesota e informó sobre las desventajas del cambio de horarios, particularmente respecto a la logística de la implementación. Los horarios de autobuses (camiones) escolares e instalaciones tuvieron que programarse nuevamente. El horario más tarde resultó en que había menos tiempo al fin del día para actividades extracurriculares y trabajos. Sin embargo, Wahlstrom (1999) recalcó que los distritos no deberían dar por supuesto automáticamente que los entrenadores atléticos y directores de servicios de transporte no estuvieran dispuestos a discutir el hacer cambios; la investigación de CAREI mostró que individuos que ocupaban estos puestos estaban abiertos a la discusión sobre maneras de implementar estos cambios por el bien de los estudiantes. Wahlstrom, Davison, Choi y Ross (2001) sugirieron que dar un tiempo antes de hacer los cambios parecía ser provechoso (anunciar los cambios en la primavera, no el verano, de modo que todos tuvieran tiempo para prepararse) y que era imperativo colaborar también con los directores de escuelas primarias e intermedias si los cambios fueran a afectar sus horarios.
Refiriéndose al estudio de Minnesota, Wrobel (1999) informó que unos cuantos estudiantes de la secundaria preferían la mañana y no les gustaba el cambio de horario, aunque la respuesta general de los estudiantes fue positiva. A los directores de escuelas primarias generalmente no les molestaba empezar la escuela más temprano ya que sentían que la mañana era la parte del día en que sus estudiantes aprendían mejor. Aun así, estos directores expresaron su preocupación por estudiantes de primaria que esperaban el autobús (camión) escolar antes de la salida del sol; por otro lado, cuando los estudiantes de primaria iban a la escuela más tarde, existía preocupación sobre el exceso de tiempo que pasaban mirando la televisión o la necesidad de cuidado infantil antes de la escuela. En general, ya que se exigió que algunas escuelas primarias e intermedias empezaran a las 9:40 AM debido a cuestiones de transporte, se crearon problemas con la motivación y la atención en la tarde. Cambiar a una hora más temprana de empezar parecía servirles mejor a estudiantes y maestros en la escuela primaria (especialmente empezar a las 8:40 AM) porque los estudiantes tenían más energía durante todo el día y estaban más alertos y el personal de la escuela percibía que había menos problemas de comportamiento (Kubow, Wahlstrom y Bemis, 1999). El horario más temprano para comenzar tal vez se preferiría también para los estudiantes con necesidades especiales porque los maestros informaron que el comportamiento de sus estudiantes empeora por la tarde (Wrobel, 1999).
La experiencia de Minneapolis también sugiere que los maestros que enseñaban en el suburbio tenían una actitud más positiva hacia el cambio que los maestros que enseñaban en la ciudad, con una evidente mayoría aprobando el cambio de horario en Edina en comparación con una división más o menos igual en Minneapolis (Wahlstrom, 1999). Factores como el tráfico urbano y sus efectos en el tiempo personal de los maestros afectaron estos datos. Similarmente, los estudiantes urbanos solían estar descontentos con el cambio debido a su impacto en actividades después de la escuela (la falta de luces en los campos atléticos, por ejemplo, resultó en que se entrenaba para el deporte en la mañana temprana, anulando así las posibles mejoras de sueño; algunos estudiantes sentían que había menos tiempo para trabajar). Generalmente, los estudiantes suburbanos de Edina, Minnesota, tenían una actitud positiva hacia el cambio, sintiendo que descansaban mejor y estaban más alertos sin un impacto muy grande en las actividades extracurriculares. El cambio de horario aumentó el número de estudiantes que buscaba ayuda académica antes y después de la escuela en los suburbios, pero el cambio disminuyó este número en la ciudad. Los investigadores formaron la hipótesis, basada en los datos, que esta diferencia entre el distrito suburbano y el urbano tal vez se explicara con las opciones más fáciles de transporte para los estudiantes suburbanos (tenían su propio coche o los llevaban sus padres, el tráfico estaba más atestado en las zonas urbanas, etc.). Ambos grupos tuvieron problemas relacionados con el último período del día, ya que muchos estudiantes necesitaban que se les dispensara asistir a clase para participar en actividades extracurriculares (Kubow, Wahlstrom y Bemis, 1999).
El impacto de cambiar el horario de comenzar el día escolar puede ser profundo. Las familias pueden experimentar una amplia gama de efectos positivos y negativos como resultado de un cambio en el horario de comenzar la escuela (Wrobel, 1999). Una estrategia eficaz podría ser la de incluir a los padres desde el comienzo del proceso para la toma de decisiones. La estrategia de informar a las familias con antelación sobre cambios en el horario escolar y comunicarles los motivos para el cambio, les permitiría entender la investigación detrás del cambio y empezar a considerar ajustes en la rutina familiar. El estatus socioeconómico de las familias tiene un impacto significativo en su capacidad de ajustarse y hacer frente a los cambios; las familias más adineradas en los suburbios muchas veces tienen una capacidad mayor para acomodarse a cambios de rutina que las familias de bajos ingresos en el centro de la ciudad. Los hermanos mayores que en algunas familias cuidaban a los menores después de la escuela hasta que el adulto llegaba del trabajo, no podían hacerlo en algunos casos debido a la finalización tardía del día escolar. La falta de correspondencia entre las rutinas familiares y el nuevo horario de empezar puede resultar en frustración y en un ajuste dificultado si las obligaciones de cuidado infantil familiar u otros deberes ocasionan que los estudiantes de la secundaria se levanten más temprano para completar quehaceres que habrían hecho en la tarde cuando la escuela terminaba más temprano. En algunos casos, el resultado neto es que la cantidad de sueño de estos estudiantes no incrementa (Wrobel, 1999).
Las cuestiones de sueño tuvieron relación directa con las notas escolares en el estudio de distritos en Minneapolis (Wolfson y Carskadon, 1998). Estos investigadores hallaron una correlación positiva entre las notas auto-reportadas y el tener más tiempo para el sueño. Pero todavía no existe un conjunto de investigación de alta calidad que conecte las cuestiones de sueño y el horario de empezar la escuela con el desempeño académico general demostrado por notas mejoradas o logro mejorado en exámenes estandarizados. Los investigadores de CAREI notaron que el análisis de datos de notas entre escuelas distintas con diferentes horarios consume tiempo y está sujeto a variables confusas como las diferencias en títulos de cursos, duración de períodos de clase, datos perdidos y la movilidad estudiantil. En el reportaje final de CAREI (Wahlstrom, Davison, Choi, y Ross, 2001), se observó una mejora pequeña en las notas, sin significado estadístico, como resultado del cambio de las escuelas secundarias a un horario más tarde de empezar las clases.
A pesar de los problemas asociados con cambios de horarios, la investigación de sueño sugiere que los adolescentes sacan provecho de empezar el día más tarde. Los participantes también declaran que los distritos escolares deberían explorar la creación de horarios flexibles de modo que algunos estudiantes empiecen el día escolar más temprano que otros (para acomodar a estudiantes con muchas actividades extracurriculares además de las preferencias de los maestros), y que las opciones implementadas deberían tener un plazo largo de evaluación (Kubow, Wahlstrom y Bemis, 1999; Wahlstrom, Wrobel y Kubow, 1998; Wahlstrom, Davison, Choi y Ross, 2001).
Conclusión
Dado que el enfoque primario de la educación es el de ayudar a cada estudiante a lograr lo máximo posible, es evidente que se necesita más investigación sobre la relación entre la hora del día y el aprendizaje estudiantil. No obstante, la investigación actual sí indica algunas opciones que podrían explorarse respecto a estas cuestiones, incluyendo ofrecer instrucción después de las 5:00 PM, utilizar la educación a distancia o en línea para ciertos cursos y estudiantes, intentar que las preferencias de la hora del día de cada estudiante correspondan con las materias que le son difíciles o crear horarios flexibles.
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Lynch, Peter Kevin. (1981). An analysis of the relationships among academic achievement, attendance, and the learning style time references of eleventh and twelfth grade students identified as initial or chronic truants in a suburban New York school district. Dissertation Abstracts International, 42(05), 1880A.
Papatheodorou, Theodora, & Ramasut, Arlene. (1993, September).The effects of nursery school environment on teachers' perceptions of children's behavioural difficulties. Paper presented at the European Conference on the Quality of Early Childhood Education, Kriopigi, Greece. (ERIC Document No. ED362310)
Virostko, Joan. (1983). An analysis of the relationships among academic achievement in mathematics and reading, assigned instructional schedules, and the learning style time preferences of third, fourth, fifth, and sixth grade students. Dissertation Abstracts International, 44(06), 1683A.
Wahlstrom, Kyla L. (1999). The prickly politics of school starting times. Phi Delta Kappan, 80(5), 344-347. (ERIC Journal No. EJ579409)
Wahlstrom, Kyla L. (2000). School start time and teen sleep. High School Magazine, 7(9),40-41. (ERIC Journal No. EJ606494)
Wahlstrom,
Kyla L.; Davison, Mark L.; Choi, Jiyoung; & Ross, Jesse N. (2001).
School start time study. Executive summary. Minneapolis:
University of Minnesota, Center for Applied Research and Educational
Improvement. Available:
http://cehd.umn.edu/carei/Reports/docs/SST-2001ES.pdf
Wahlstrom, K., Wrobel, G., & Kubow, P. (1998). Minneapolis public schools start time study. Executive summary. Minneapolis: University of Minnesota, Center for Applied Research and Educational Improvement. Available: http://cehd.umn.edu/CAREI/Reports/docs/SST-1998ES.pdf
Wheeler, Gay. (1995). A study of half day vs. all day pre-kindergarten readiness. Unpublished manuscript. Huntsville, TX: Sam Houston State University. (ERIC Document No. ED383461)
Wolfson Amy R., & Carskadon, Mary A. (1998). Sleep schedules and daytime functioning in adolescents. Child Development, 69(4), 875-887. (ERIC Journal No. EJ572360)
Wrobel, Gordon D. (1999). The impact of school starting time on family life. Phi Delta Kappan, 80(5), 360-364. (ERIC Journal No. EJ579412)
Recursos en el Web (en inglés a menos que se indique lo contrario)
School Start
Time - The Sleep for Science Research Lab, Department of Psychiatry
and Human Behavior, Brown Medical School
(Las horas de iniciar de escuelas - El Laboratorio de Investigación
Sueño para la Ciencia, Departamento de Siquiatría
y Comportamiento Humano, Instituto Médico de la Universidad
Brown)
http://www.sleepforscience.org/resources/start.php
On My Own Time:
The Conflict Between Adolescent Sleep Needs and High School Start
Times
(En mi propio horario: El conflicto entre las necesidades de sueño
de adolescents y las horas de iniciar de colegios)
http://libraries.maine.edu/cre/38/No38.htm
Key to learning
ABCs: catching enough Zs?
(La clave para aprender las habilidades básicas: el sueño
suficiente)
http://www.csmonitor.com/2003/0529/p02s01-ussc.html
UMaine study
examines sleep needs, school start time
(Estudio de la Universidad de Maine examina las necesidades de sueño
y la hora de iniciar de escuelas)
http://cehd.umn.edu/CAREI/Reports/docs/SST-1998VI.pdf
Summary of
Learning Styles Research from Price Systems, Inc. (publishers of
the Learning Style Inventory by Dunn, Dunn, and Price).
(Resumen de la investigación sobre estilos de aprendizaje
de Price Systems, Inc. editores del Learning Style Inventory por
Dunn, Dunn y Price)
http://www.learningstyle.com/research_main.html
Educational
Time Factors. School Improvement Research Series
(Factores de horarios en la educación. Serie de investigación
sobre mejoramiento de escuelas)
http://www.nwrel.org/scpd/sirs/4/cu8.html
Later Start Times for High School Students
(Horas más tardes para comenzar el día de la escuela secundaria)
http://cehd.umn.edu/Pubs/ResearchWorks/sleep.html
Too Little,
Too Late
(Demasiado poco, demasiado tarde)Registro (gratis) requirido.http://www.edweek.org/ew/articles/1995/10/11/06sleep.h15.html?print=1
Prisoners of
Time: Report of the National Commission on Time and Learning
(Prisioneros del horario: Informe del Comité Nacional sobre
el Horario y el Aprendizaje)
http://www.ed.gov/pubs/PrisonersOfTime/
School Start
Time Study Reports
(Informes sobre estudios del horario del comienzo del día
escolar)
http://cehd.umn.edu/CAREI/Reports/docs/SST-1998VI.pdf
Should Teens Sleep In? New Choices in School Starting Times:
http://library.adoption.com/Teenagers/Should-Teens-Sleep-In-New-Choices-in-School-Starting-Times/article/3340/2.html
Sleep, Safety,
Drugs, Teen Pregnancy, and Other Reasons to Change School Times
(El sueño, la seguridad, las drogas, los embarazos de adolescentes
y otros motivos para cambiar los horarios escolares)
http://www.center4research.org/children3.html
In Some Districts
the Bell Tolls Later for Teens
(En algunos distritos el timbre suena más tarde para los
adolescentes)Registro (gratis) requirido.http://www.edweek.org/ew/articles/1998/03/11/26sleep.h17.html?print=1
Teens, Sleep,
and School
(Los adolescentes, el sueño y la escuela)
http://library.adoption.com/Teenagers/Teens-Sleep-and-School/article/3355/1.html
What Happens
during the School Day?: Time Diaries from a National Sample of Elementary
School Teachers
(¿Qué pasa durante el día escolar?: Diarios
de horarios de una muestra nacional de maestros de la primaria)
http://www.tcrecord.org/Content.asp?ContentID=11018
Seasonal Rhythms:
Sleepy Teens
(Los ritmos de las estaciones y adolescentes soñolientos)
http://www.hhmi.org/biointeractive/clocks/fall/teenagers.html
Recursos de ERIC
Cómo obtener documentos de ERIC y artículos de revistas:
Las referencias identificadas por ED (documento de ERIC), EJ (periódico de ERIC) o por un número PS se citan en la base de datos ERIC. El texto completo de algunos documentos de ERIC (citaciones identificadas por un número ED) se ofrece sin costo en el sitio Web de ERIC: http://www.eric.ed.gov/. Los artículos de periódicos están disponibles del periódico original, por medio de servicios de préstamos entre bibliotecas, o de servicios de reproducción de artículos.
Esta búsqueda en la base de datos de ERIC se condujo parcialmente al crear un conjunto utilizando el término "Time Factors (Learning)" (factores de tiempo [aprendizaje] como "descriptor" de ERIC) o Chronobiology o Circadian Activity Rhythms o Time of Day (cronobiología, ritmos diarios de actividad, hora del día como "identificadores" de ERIC), en combinación con un conjunto de recursos que tenían la palabra clave "time" (tiempo) enfrente de "day" o morning o am o afternoon o pm (día, mañana, AM, tarde, PM), o la palabra "starting" (empezar) enfrente de la palabra "time," o la palabra "start" enfrente de la palabra "time" (todas como palabras claves o frases claves.)
Si le gustaría
llevar a cabo sus propias búsquedas gratuitas de la base
de datos ERIC por medio del Internet, sírvase ir a http://www.eric.ed.gov/ERICWebPortal/Home.portal?_
nfpb=true&_pageLabel=ERIC_Search.
"What's the Best Time of Day for Student Learning?"
ERIC database search through 6/2004
ED468560 PS030679
Title: Adolescent Sleep Patterns: Biological, Social, and Psychological
Influences.
Author(s) Carskadon, Mary A., Ed.
Pages: 297
Publication Date: 2002
ISBN: 0-521-64291-4
Available from: Document Not Available from EDRS.
Availability: Customer Service Department, Cambridge University
Press, 110 Midland Avenue, Port Chester, NY 10573 ($60). Tel: 800-872-7423
(Toll Free); Fax: 914-937-4712; Web site: http://www.cambridge.org.
Language: English
Document Type: Book (010); Collected works--General (020)
Geographic Source: United Kingdom; England
Journal Announcement: RIEAPR2003
Noting that healthy, adequate sleep fosters longevity and the optimal use of waking hours, and that adolescents, although rarely included in previous studies of sleep, are among the most sleep-deprived populations, this book explores the genesis and development of sleep patterns during adolescence, including biological and cultural factors that influence sleep patterns, risks associated with sleep deprivation, and effects of environmental factors such as work and school schedules. The chapters are: (1) "Sleep and Adolescence: A Social Psychologist's Perspective" (Sanford M. Dornbusch); (2) "Factors Influencing Sleep Patterns of Adolescents" (Mary A. Carskadon); (3) "Endocrine Changes Associated with Puberty and Adolescence" (Gary S. Richardson and Barbara A. Tate); (4) "Maturational Changes in Sleep-Wake Timing: Longitudinal Studies of the Circadian Activity Rhythm of a Diurnal Rodent" (Barbara A. Tate, Gary S. Richardson, and Mary A. Carskadon); (5) "Nutrition and Circadian Activity Offset in Adolescent Rhesus Monkeys" (Mari S. Golub, Peter T. Takeuchi, Tana Hoban-Higgins); (6) "Toward a Comparative Developmental Ecology of Human Sleep" (Carol M. Worthman and Melissa K. Melby); (7) "Sleep Patterns of High School Students Living in Sao Paulo, Brazil" (Miriam Andrade and L. Menna-Barreto); (8) "Sleep Patterns and Daytime Function in Adolescence: An Epidemiological Survey of an Italian High School Student Sample" (Flavia Giannotti and Flavia Cortesi); (9) "Risks of Driving While Sleepy in Adolescents and Young Adults" (Mary A. Carskadon); (10) "What Can the Study of Work Scheduling Tell Us about Adolescent Sleep?" (Roger H. Rosa); (11) "Accommodating the Sleep Patterns of Adolescents within Current Educational Structures: An Uncharted Path" (Kyla L. Wahlstrom); (12) "Bridging the Gap between Research and Practice: What Will Adolescents Sleep-Wake Patterns Look Like in the 21st Century?" (Amy R. Wolfson); (13) "Influence of Irregular Sleep Patterns on Waking Behavior" (Christine Acebo and Mary A. Carskadon); (14) "Stress and Sleep in Adolescence: A Clinical-Developmental Perspective" (Avi Sadeh and Reut Gruber); (15) "The Search for Vulnerability Signatures for Depression in High-Risk Adolescents: Mechanisms and Significance" (James T. McCracken); and (16) "The Regulation of Sleep-Arousal, Affect, and Attention in Adolescence: Some Questions and Speculations" (Ronald E. Dahl). Each chapter contains references. (KB)
Descriptors:
*Adolescent Attitudes; *Adolescent Behavior; *Adolescent Development;
*Adolescents; At Risk Persons; Attention; Biological Influences;
*Child Health; Childhood Needs; Depression (Psychology); Individual
Development; Nutrition; Psychological Patterns; Puberty; School
Schedules; Secondary Education; *Sleep; Social Influences; Stress
Variables; Young Adults
Identifiers: Driving; *Sleep Deprivation; Sleep Disorders
EJ626304 EA538328
Title: Just a Matter of Time.
Author(s) Smith, Frank
Source: Phi Delta Kappan, v82 n8 p572-76 Apr 2001
Publication Date: 2001
ISSN: 0031-7217
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJNOV2001
Struggling
students are often victimized by time constraints--arbitrarily imposed
timetables for mastering
material and meeting standards. People learn best from experience,
not by information acquisition, skill
development, rote memorization, or assessment. Reading, writing,
arithmetic, scientific understanding, and civics require student
participation in relaxed settings. (MLH)
Descriptors: *Academic Failure; *Change Strategies; Classroom Environment;
Competition; Elementary
Secondary Education; *Experiential Learning; Grouping (Instructional
Purposes); Individualized Instruction; Labeling (of Persons); *Learning
Problems; Rote Learning; School Schedules; Skill Development; Student
Experience; *Student Participation; Teacher Attitudes; Testing Problems;
*Time Factors (Learning); Underachievement
Identifiers: *Knowledge Development
ED461913 EA031460
Title: Time and Learning: Scheduling for Success. Hot Topics Series.
Author(s) Kennedy, Robert L., Ed.; Witcher, Ann E., Ed.
Author Affiliation: Phi Delta Kappa, Bloomington, IN. Center on
Evaluation,
Development, and Research.(BBB24992)
Pages: 264
Publication Date: December 1998
Available from: Document Not Available from EDRS.
Availability: Phi Delta Kappa International, P.O. Box 789, Bloomington,
IN 47402-
0789 (Product Code: HTTLSS, $30; members $25). Tel: 800-766-1156
(Toll Free); Fax:
812-339-0018.
Language: English
Document Type: Book (010); Information Analysis (070)
Geographic Source: U.S.; Indiana
Journal Announcement: RIEAUG2002
This book provides information for educators considering ways to make the best use of time available for learning. Twenty-one articles are divided into 5 chapters. Chapter 1: "How Can We Make the Most of the School Day?" includes an overview and 6 articles: (1) "Block Scheduling" (Karen Irmsher); (2)"The Hybrid Schedule: Scheduling to the Curriculum" (Gerald L. Boarman and Barbara S. Kirkpatrick); (3) "Improving School Climate: Alternating-Day Block Schedule" (Donald G. Hackmann); (4) "Parallel Block Scheduling: Accommodating Students' Diverse Needs in Elementary Schools" (Martha E. Snell, Dianne Koontz Lowman, and Robert Lynn Canady); (5) "A Colorado School's Unrocky Road to Trimesters" (Tom Stumpf); and (6) "Designing Classroom Spaces: Making the Most of Time" (Deborah W. Tegano et al.). Chapter 2: "When Will the School Day Begin and End?" includes an overview and 4 articles: (7) "Killing Time" (Kathleen Kennedy Manzo); (8) "Extending School Hours: A Capital Idea" (John Hodge Jones); (9) "The Effects of Full-Day Kindergarten on Student Achievement and Affect" (David Hough and Suzanne Bryde); and (10) "Too Little, Too Late" (Millicent Lawton). Chapter 3: "How Long Should the School Week Be?" is followed by an overview and 4 articles: (11) "Evaluation of the Four-Day School Week in Idaho Suburban Schools" (Richard L. Sagness and Stephanie A. Salzman); (12) "Perspectives: Implementing the Modified Four-Day School Week" (C. Del Litke); (13) "A Matter of Time: Schools Try Four-Day Weeks" (Robert C. Johnston); and (14) "Saturday School" (Saturday School Associates, Inc.). Chapter 4: "Can the Length or Configuration of the School Year Affect Learning?" includes an overview and 4 articles: (15) "Year- Round Schools: Matter of Time? Cost-Saving Opportunities and Pitfalls" (Jared E. Hazleton); (16) "Year Round Education: Is It Worth the Hassle" (Carolyn M. Shields); (17) "Review of Research on Student Learning in Year-Round Education" (Carolyn Calvin Kneese); and (18) "Quality Schools and the Myth of the Nine-Month School Year" (Larry L. Dlugosh). Chapter 5: "Can Looping Increase Time for Learning?" is followed by an overview and 3 articles: (19) "Looping Catches on as a Way to Build Strong Ties" (Linda Jacobson); (20) "Multi-Year Instruction: Establishing Teacher-Student Relationships" (Robert D. Lincoln); (21) "Looping: Adding Time, Strengthening Relationships" (Daniel L. Burke). (Contains 109 references.) (RKJ)
Descriptors: Alternate Day Schedules; *Block Scheduling; Elementary Secondary Education; *Extended School Year; *Flexible Working Hours; *School Schedules; *Time Factors (Learning)
EJ642268 TM524002
Title: Attention, Scholastic Achievement and Timing of Lessons.
Author(s) Klein, Joseph
Source: Scandinavian Journal of Educational Research, v45 n3 p301-09
Sep 2001
Publication Date: 2001
ISSN: 0031-3831
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJUL2002
Studied the time of day of optimal attention for 204 5th graders and 202 10th graders who varied in their aptitude for mathematics. Attention levels of fifth graders were especially high in the afternoon, but 10th graders reported increased concentration in the morning hours. Among 10th graders, there was significant interaction between mathematics achievement and attention levels at different times of day. (SLD)
Descriptors: Academic Achievement; *Attention; *Elementary School
Students; Foreign Countries; *High School Students; High Schools;
Intermediate Grades; *Mathematics; *Scheduling; *Time Factors (Learning)
Identifiers: Israel
ED446816 PS028871
Title: Sleep Needs, Patterns, and Difficulties of Adolescents: Summary
of a Workshop. Forum on Adolescence (Washington, DC, September 22,
1999).
Author(s): Graham, Mary G., Ed.
Author Affiliation: Institute of Medicine (NAS), Washington, DC.(BBB11570);
National Academy of Sciences - National Research Council, Washington,
DC. Board on Children, Youth, and Families.(BBB34207)
Pages: 61
Publication Date: 2000
Sponsoring Agency: National Inst. of Child Health and Human Development
(NIH), Bethesda, MD. (BBB00456)@
Carnegie Corp. of New York, NY. (QPX12280)
Contract No: 5294-1582925-003
ISBN: 0-309-07177-1
Available from: EDRS Price MF01/PC03 Plus Postage.
Availability: National Academy Press, 2101 Constitution Avenue,
N.W., Lock Box 285, Washington, DC 20055. Tel: 800-624-6242 (Toll
Free); Tel: 202-334-3313. For full text: http://www.nap.edu.
Language: English
Document Type: Collected works--Proceedings (021)
Geographic Source: U.S.; District of Columbia
This report summarizes the presentations and discussion at a workshop on adolescent sleep. The workshop was organized by the Board on Children, Youth, and Families and the Forum on Adolescence of the National Research Council and Institute of Medicine. The workshop brought together policy makers, researchers, and practitioners to examine research on adolescence and sleep, focusing on adolescents' sleep needs, typical sleep patterns, influences on sleep problems and disturbances, and the consequences of insufficient sleep. The topics covered are: (1) adolescent development and sleep; (2) adolescent sleep patterns and daytime sleepiness; (3) consequences of insufficient sleep; (4) identifying and intervening in clinical sleep problems; (5) changing school starting times; (6) educating the public about adolescent sleep needs; (7) next steps, including increasing public awareness about sleep needs, documenting the sleep debt in high school students, and designing appropriate interventions. The workshop agenda and a list of participants are appended. (Contains 37 references.) (KB)
Descriptors:
*Adolescent Development; *Adolescents; Attention; *Child Health;
Childhood Needs; Comparative Analysis; Emotional Response; Employment;
*Fatigue (Biology); Learning; Performance Factors; Psychological
Patterns; *Sleep; Time Factors (Learning)
Identifiers: Beginning of School Day; Driving; Public Awareness;
*Sleep Deprivation; *Sleep Disorders
EJ606494 EA537264
Title: School Start Time and Teen Sleep.
Author(s): Wahlstrom, Kyla L.
Source: High School Magazine, v7 n9 p40-41 May 2000
Publication Date: 2000
ISSN: 1070-9533
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Sleep studies have shown that teenagers' internal clocks are incompatible with most high schools' early hours. Research in two Minnesota districts indicates that later school starting times can benefit teens and everyone dealing with them. Student participation in sports and other after-school activities remained high. (MLH)
Descriptors:
*Adolescents; Athletics; *Educational Benefits; Fatigue (Biology);
High Schools; *School Schedules; *Sleep; *Student Participation
Identifiers: *Beginning of School Day; *Minnesota
ED451901 PS029345
Title: Adolescent Sleep Needs and School Starting Times.
Author(s): Wahlstrom, Kyla L., Ed.
Author Affiliation: Phi Delta Kappa Educational Foundation, Bloomington,
IN.(BBB06282)
Pages: 85
Publication Date: 1999
ISBN: 0-87367-817-6
Available from: Document Not Available from EDRS.
Availability: Phi Delta Kappa International, P.O. Box 789, Bloomington,
IN 47402-0789 (members, $7.50; nonmembers, $10). Tel: 800-766-1156
(Toll Free); Fax: 812-339-0018.
Language: English
Document Type: Information Analysis (070); Opinion papers (120)
Geographic Source: U.S.; Indiana
A key task for schools is to ensure that the conditions in which learning is to take place address the biological needs of the learners. This book examines sleep needs of adolescents and discusses the implications of these needs for school starting times. This book is a collection of five articles that appeared in a special section of the Phi Delta Kappan in January 1999. The chapters are: (1) "The Prickly Politics of School Starting Times" (Kyla L. Wahlstrom); (2) "When Worlds Collide: Adolescent Need for Sleep versus Societal Demands" (Mary A. Carskadon); (3) "The Consequences of Insufficient Sleep for Adolescents: Links between Sleep and Emotional Regulation" (Ronald E. Dahl); (4) "The Impact of School Starting Time on Family Life" (Gordon D. Wrobel); and (5) "Starting Time and School Life: Reflections from Educators and Students" (Patricia K. Kubow, Kyla L. Wahlstrom, and Amy E. Bemis). (KB)
Descriptors:
*Adolescents; Biological Influences; Educational Administration;
Family Life; Family School Relationship; Physical Development; Puberty;
*Scheduling; *School Schedules; *Secondary Education; *Sleep; *Student
Needs; Time Factors (Learning)
Identifiers: Sleep Deprivation
EJ601207 EA536846
Title: Sleep Tight.
Author(s): Black, Susan
Source: American School Board Journal, v187 n3 p42-44 Mar 2000
Publication Date: 2000
ISSN: 0003-0953
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
At the same time their biological systems program them for later sleep and waking times, adolescents' schedules and lifestyles keep them from getting a healthy amount of sleep. Although a few schools have altered their schedules, most are confounded by costs and contractual complications. Minnesota schools are leaders. (MLH)
Descriptors:
*Academic Achievement; *Adolescents; *School Schedules; Secondary
Education; *Sleep; *Social Development; *Student Behavior
Identifiers: *Circadian Activity Rhythms; Minnesota
EJ579413 EA535456
Title: Starting Time and School Life: Reflections from Educators
and Students.
Author(s): Kubow, Particia K; Wahlstrom, Kyla L.; Bemis, Amy E.
Source: Phi Delta Kappan, v80 n5 p366-71 Jan 1999
Publication Date: 1999
ISSN: 0031-7217
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Using teacher surveys and focus groups, a University of Minnesota study examined the effects of changing school starting times on school operations at all levels and on the community. The least desirable start time was 9:40 a.m. at middle schools. Later schedules benefited high school students. No one schedule can accommodate everyone. (MLH)
Descriptors:
Adolescents; *Educational Benefits; Elementary Secondary Education;
*Flexible Scheduling; Focus Groups; *School Community Relationship;
*School Schedules; Sleep; *Student Attitudes; *Teacher Attitudes;
Teacher Surveys
Identifiers: Minnesota (Minneapolis); *University of Minnesota
EJ579412 EA535455
Title: The Impact of School Starting Time on Family Life.
Author(s): Wrobel, Gordon D.
Source: Phi Delta Kappan, v80 n5 p360-64 Jan 1999
Publication Date: 1999
ISSN: 0031-7217
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
A Minnesota study showed that changing school starting times to accommodate adolescent sleep patterns profoundly affected many families. Implementation processes substantially influenced how families received changes. Policy makers should inform and involve all stakeholders, allow ample time, provide research-based justifications, support families' decision process, and provide adequate followup. (MLH)
Descriptors:
*Adolescents; Community Involvement; Economic Factors; *Educational
Policy; *Family Life; Guidelines; High Schools; Life Style; Parent
Participation; Program Implementation; *School Schedules; *Sleep
Identifiers: University of Minnesota
EJ579410 EA535453
Title: When Worlds Collide: Adolescent Need for Sleep Versus Societal
Demands.
Author(s): Carskadon, Mary A.
Source: Phi Delta Kappan, v80 n5 p348-53 Jan 1999
Publication Date: 1999
ISSN: 0031-7217
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
A school transition project examined effects on sleep and circadian rhythms in a group of 25 youngsters shifting from an 8:25 a.m. junior high school starting time to a 7:20 a.m. high school starting time. The average amount of sleep on school nights fell substantially for 9th and 10th graders, and was below the amount required for normal alertness. (16 references) (MLH)
Descriptors:
*Adolescents; *Behavior Patterns; Grade 10; Grade 9; High Schools;
*School Schedules; *Sleep; Social Influences; Student Employment;
*Student Needs
Identifiers: Alertness; *Circadian Activity Rhythms; Sleep Deprivation;
Social Consequences
EJ579409 EA535452
Title: The Prickly Politics of School Starting Times.
Author(s): Wahlstrom, Kyla L.
Source: Phi Delta Kappan, v80 n5 p344-47 Jan 1999
Publication Date: 1999
ISSN: 0031-7217
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Tinkering with school schedules to accommodate adolescents' sleep patterns is politically risky. A University of Minnesota study analyzing stakeholders' attitudes toward later high school starting times showed that changing a school's schedule provokes as emotional a reaction as that of closing a school or changing its attendance area. Open discussion helps. (MLH)
Descriptors:
*Adolescents; Educational Change; High Schools; Parent Attitudes;
*Politics of Education; *Psychological Patterns; *School Schedules;
*Sleep; *Student Needs; Teacher Attitudes
Identifiers: University of Minnesota
EJ585528 EA535601
Title: For Whom the School Bell Tolls.
Author(s): Lawton, Millicent
Source: School Administrator, v56 n3 p6-12 Mar 1999
Publication Date: 1999
ISSN: 0036-6439
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
As in Edina, Minnesota, many schools are finding adolescent sleep research persuasive enough to consider later or multiple starting times, risking parents' and teachers' wrath. Time adjustments become entangled with issues such as bus transportation, interscholastic athletics, student jobs, child-care arrangements, and juvenile crime. Tips are provided. (MLH)
Descriptors:
*Adolescents; Athletics; Attendance; *Behavior Patterns; Day Care;
*Scheduling; School Buses; Secondary Education; *Sleep; Student
Employment; Student Transportation
Identifiers: *Beginning of School Day; Edina Public Schools MN;
*Sleep Deprivation
EJ595548 JC508753
Title: Timing Is Everything.
Author(s): Dunn, Rita
Source: Momentum, v29 n4 p23-25 Oct-Nov 1998
Publication Date: 1998
ISSN: 0026-914X
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Explores time of day as a learning-style variable that affects student achievement. Provides some concrete steps for changing the learning styles of teachers and administrators, such as testing themselves to identify their current teaching styles or providing interested teachers with expert training in learning-styles approaches. (VWC)
Descriptors: *Academic Achievement; *Cognitive Style; Elementary Education; *Instructional Effectiveness; Learning Strategies; Student Behavior; Teacher Behavior; Teaching Methods; *Time Factors (Learning)
EJ561024 EC618353
Title: Student Academic Responding Time as a Function of Classroom
Ecology and Time of Day.
Author(s): Muyskens, Paul; Ysseldyke, James E.
Source: Journal of Special Education, v31 n4 p411-24 Win 1998
Publication Date: 1998
ISSN: 0022-4669
Language: English
Document Type: Journal articles (080); Reports--Research (143)
This study investigated student academic responding time as a function of time of day for 122 students (grades 2-4) with and without disabilities in 10 urban and suburban schools. Student academic responding time was higher when an academic activity was occurring, an active task was underway, and an individual rather than a group structure was being used, irrelevant of time of day. (Author/DB)
Descriptors: Attention Control; Attention Span; *Classroom Environment; *Disabilities; Elementary Education; Learning Processes; *Student Reaction; *Time Factors (Learning); Time on Task
EJ556871 EA534194
Title: Giving Students the (Right) Time of Day.
Author(s): Callan, Roger John
Source: Educational Leadership, v55 n4 p84-87 Dec-Jan 1997-1998
Publication Date: 1998
ISSN: 0013-1784
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Studies have shown that students understand material better and do better on tests at their preferred time of day. About 33% of high school students have no time-of-day preferences, fewer than 10% favor morning, fewer than 10% favor late morning, 15% prefer afternoon, and 15 percent prefer evening. Some have multiple time preferences. A three-pronged school system is an intriguing possibility. (13 references) (MLH)
Descriptors:
*Academic Achievement; *Biological Influences; High Schools; *School
Schedules; *Student Needs
Identifiers: *Circadian Activity Rhythms
ED395367 EA027554
Title: How To Implement and Supervise a Learning Style Program.
Author(s): Dunn, Rita
Author Affiliation: Association for Supervision and Curriculum Development,
Alexandria, VA.(BBB30657)
Pages: 71
Publication Date: 1996
ISBN: 0-87120-259-X
Available from: EDRS Price MF01 Plus Postage. PC Not Available from
EDRS.
Availability: Association for Supervision and Curriculum Development,
1250 North Pitt Street, Alexandria, VA 22314 (Stock No. 196010 $8.95).
Language: English
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Virginia
Many people prefer to learn in ways that differ from the ways in which other people of the same class, grade, age, nationality, race, culture, or religion prefer to do. The ways in which people prefer to learn are their "learning style preferences." This handbook was designed for supervisors interested in implementing and guiding staff in the proven educational methods of learning styles. Chapter 1 presents an overview of learning styles and explains how they develop. Chapter 2 describes the first steps toward implementation: conduct an inventory of students' learning styles; introduce learning styles to the staff and parents; and supplement learning-style training. The third chapter offers suggestions for classroom techniques: connecting learning styles and students; assessing students; strengthening students' understanding of learning styles; and personalizing learning styles. Strategies for redesigning classrooms for personalized learning are offered in chapter 4. (Contains 76 references and 5 figures.) (LMI)
Descriptors: Class Activities; Classroom Communication; *Classroom Techniques; *Cognitive Style; Elementary Secondary Education; *Individual Needs; *Instructional Effectiveness; Learning Processes; *Learning Strategies; Program Implementation; Teacher Supervision; *Teaching Methods
ED382598 SP035960
Title: Strategies for Educating Diverse Learners. Fastback 384.
Author(s): Dunn, Rita
Author Affiliation: Phi Delta Kappa Educational Foundation, Bloomington,
IN.(BBB06282)
Pages: 34
Publication Date: 1995
ISBN: 0-87367-384-0
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Phi Delta Kappa, 408 N. Union, P.O. Box 789, Bloomington,
IN 47402-
0789.
Language: English
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Indiana
Target Audience: Teachers; Practitioners
Research supports the belief that most students can learn, but each child concentrates, processes, absorbs, and remembers new and difficult information in a different way. Teaching failing students in ways that complement their learning styles increases their standardized test scores in several academic areas. Instructional practices useful with underachieving students focus on: (1) the child's need to feel physically comfortable, including sound versus quiet, bright lights versus soft, formal seating versus informal seating, mobility versus passivity, and other factors; (2) the need to identify and share with children how each best remembers new and difficult information; (3) whether children learn best alone, in pairs, with peers in cooperative or competitive teams, or with authoritative or collegial adults; (4) the time of day during which an individual experiences energy highs; (5) use of a global or analytic cognitive processing style; (6) use of alternative instructional strategies to maintain interest and avoid boredom; (7) experimentation to find the most effective teaching methods for each youngster; (8) tutoring; (9) effective use of direct instruction; (10) use of computer instruction to reinforce tactual learning; (11) focus on multicultural education; and (12) focus on multiple intelligences. (Contains 10 references.) (JDD)
Descriptors:
Classroom Environment; *Cognitive Style; *Educational Strategies;
Elementary Education; Elementary School Students; Individual Differences;
Student Characteristics; Student Needs; *Teaching Methods; *Underachievement
Identifiers: *Diversity (Student)
ED384592 SP036090
Title: The Effects of Time of Day on Student Attention and Achievement.
Author(s): Ammons, T. Lorraine; And Others
Pages: 66
Publication Date: May 1995
Available from: EDRS Price MF01/PC03 Plus Postage.
Language: English
Document Type: Reports--Research (143); Test/questionnaires (160)
Geographic Source: U.S.; Virginia
Research has revealed that students' alertness and attentiveness are affected by time of day preferences. A review of relevant literature indicated that preferences are significant in predicting performance levels for school children, and that matching students with peak times is not only beneficial for academic subjects, but also influences discipline and test-taking. Teachers are also shown to have ideal times of day that may affect their teaching abilities. The purpose of this study was to find out how time of day affects student attention and achievement. Fifth-grade students (n=36) in a small, rural school in Virginia, were given Learning Styles Inventories (LSIs) in order to assess their personal preference for time of day. Then, they were taught and tested using scripted laser disk science lessons in both morning and afternoon situations. The goal of this project was to determine if students had high levels of attention and achievement when taught at times that coincided with their time of day preferences as indicated on LSIs. The results suggested that time of day played a role in student achievement. Students taught at times that matched their learning style preferences scored significantly higher on lesson-related quizzes. Students also scored better on average at their teacher's ideal time of day. The study also indicated that the majority of students can accurately predict their preferred time of day. The study illustrated that time of day should be considered as teachers plan and implement lessons. Appendixes include: science lesson-related quizzes; the morning/afternoon preference survey; learning styles inventory; and off-task seating charts. (Contains 24 references.) (ND)
Descriptors:
Academic Achievement; Attention; *Class Organization; *Cognitive
Style; *Context Effect; Elementary School Science; Elementary School
Students; Grade 5; Intermediate Grades; *Performance Factors; Scheduling;
Science Instruction; Teaching Styles; *Time Factors (Learning);
Time Perspective
Identifiers: *Student Preferences; *Teacher Preferences
EJ498926 CS749237
Title: Early Morning Challenge: The Potential Effects of Chronobiology
on Taking the Scholastic Aptitude Test.
Author(s): Callan, Roger John
Source: Clearing House, v68 n3 p174-76 Jan-Feb 1995
Publication Date: 1995
ISSN: 0009-8655
Language: English
Document Type: Information Analysis (070); Journal articles (080);
Opinion papers (120)
Cites research to support the notion that the time of day in which the SAT is administered has a significant adverse impact on many students taking the test. Suggests that changes in testing procedures (making tests available via computer at any time of the day or year) will serve students. (RS)
Descriptors:
High Schools; Higher Education; Literature Reviews; *Test Format;
*Test Wiseness; *Testing Problems; *Time Factors (Learning)
Identifiers: *Chronobiology
ED383461 PS023357
Title: A Study of Half Day vs. All Day Pre-Kindergarten Readiness.
Author(s): Wheeler, Gay
Pages: 41
Publication Date: May 1995
Notes: Research paper, Sam Houston State University. Some pages
contain light print.
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Dissertations/Theses (040); Numerical/Quantitative
Data (110); Test/questionnaires (160)
Geographic Source: U.S.; Texas
A study examined whether a half-day or all-day kindergarten readiness program was the more beneficial in preparing students for kindergarten. A questionnaire was drawn up after research into this domain and submitted to 45 faculty members at a child development center. The findings were found to be somewhat evenly divided between the half-day and all-day readiness programs. However, the results provided small but significant evidence in favor of the half-day program as indicated by both the half-day and all-day teachers regarding the acquisition of learning skills, readiness skills, and social skills. The half-day program seemed to be better for the 4- and 5-year-old child, if a choice is available. Results also indicated that readiness and social skills are learned in the morning when a child is rested. (The questionnaire and a progress check list for the 4-year-olds are appended). (AA)
Descriptors: Academic Achievement; Cognitive Development; Emotional Development; *Full Day Half Day Schedules; Preschool Children; Preschool Education; Preschool Evaluation; *Preschool Teachers; Program Design; *Program Effectiveness; Program Length; *School Readiness; Social Development; *Teacher Attitudes; Time Factors (Learning)
EJ479200 CS747220
Title: In Greensboro, North Carolina: Learning Style Program Boosts
Achievement and Test Scores.
Author(s): Klavas, Angela
Source: Clearing House, v67 n3 p149-51 Jan-Feb 1994
Publication Date: 1994
ISSN: 0009-8655
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Describes how a North Carolina elementary school altered teaching methods to suit the varied learning styles of the students based on the results of a learning styles inventory. Discusses changes made based on students' perceptual preferences, time of day preferences, environmental preferences, and sociological preferences. Notes that discipline problems dropped dramatically and test scores rose precipitously. (RS)
Descriptors:
*Academic Achievement; *Cognitive Style; Discipline Problems; Elementary
Education; *Learning Strategies; Program Descriptions
Identifiers: North Carolina (Greensboro)
EJ483273 CS747657
Title: Effects of Time of Day Instruction on Reading Achievement
of Below Grade Readers.
Author(s): Barron, Bennie G.; And Others
Source: Reading Improvement, v31 n1 p59-60 Spr 1994
Publication Date: 1994
ISSN: 0034-0510
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Determines whether the time of day when reading is taught has an effect on below-grade-level students' mastery of reading skills. Indicates an overall increase in mean scores for the mastery of reading skills for afternoon instruction as compared with morning instruction. (HB)
Descriptors:
Higher Education; *Reading Improvement; *Reading Instruction; Reading
Research; Reading Skills; *Time Factors (Learning)
Identifiers: English Education
ED362310 PS021763
Title: The Effects of Nursery School Environment on Teachers' Perceptions
of Children's Behavioural Difficulties.
Author(s): Papatheodorou, Theodora; Ramasut, Arlene
Pages: 34
Publication Date: September 1993
Note: Paper presented at the European Conference on the Quality
of Early Childhood Education (3rd, Kriopigi, Greece, September 1-3,
1993).
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: United Kingdom; Wales
This study examined teachers' perceptions of the nature and extent of behavior problems exhibited by children in nursery classes. A total of 154 teachers from public and private schools in rural, small town, and urban areas in Greece completed a self-reporting questionnaire and an evaluation of their students' behavior. The results showed differences in the overall prevalence rate of behavior problems in relation to geographic region and population density. Children in cities were perceived as exhibiting more problems than children in small towns, while rural children were perceived as exhibiting more behavior problems than urban or small town children. Children in larger classes were perceived by their teachers to have more conduct problems than children in smaller classes. Teachers reported that afternoon nursery classes presented more than twice as many behavior problems than morning sessions. These findings generally support the view that environment, both of the immediate classroom and the wider community, plays an important role in teachers' perceptions of children's behavior. An appendix provides sample questions from the teacher questionnaire. Contains 55 references. (MDM)
Descriptors:
Academic Achievement; Class Size; *Environmental Influences; Foreign
Countries; *Geographic Location; *Nursery Schools; Preschool Education;
Preschool Teachers; Rural Urban Differences; *Social Cognition;
*Student Behavior; *Teacher Attitudes
Identifiers: *Greece
EJ456557 SO523935
Title: The Ethnic Composition of Nursery Classes and Its Effect
on Children's Adjustment to Nursery.
Author(s): Davies, J. A.; Brember, I.
Source: Educational Psychology: An International Journal of Experimental
Educational Psychology, v12 n1 p25-36 1992
Publication Date: 1992
ISSN: 0144-3410
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Target Audience: Teachers; Researchers; Practitioners
Reports details of a study of teacher perceptions of children's adjustment to preschool. Indicates teacher perceptions that girls, morning class attenders, and children in multiethnic classes adjusted better to school than did boys, all-white British classes, and afternoon attenders. Identifies induction policies, group make-up, and teacher subjectivity as possible reasons for the perceptions. (SG)
Descriptors:
Attitude Measures; *Demography; *Ethnic Distribution; Foreign Countries;
Preschool Education; Sex Differences; *Student Adjustment; *Teacher
Attitudes
Identifiers: Great Britain
EJ452810 EA527252
Title: How We Turned around a Problem School.
Author(s): Stone, Pete
Source: Principal, v72 n2 p34-36 Nov 1992
Publication Date: 1992
ISSN: 0271-6062
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
After discovering at least 64 percent of their students were either tactile or kinesthetic learners, educators at North Carolina elementary school began grouping kids according to their tactile/kinesthetic or auditory/visual strengths and altered reading instruction schedules every three weeks so that each group had opportunities to learn at best time of day. Discipline, achievement, and student attitudes improved considerably. (MLH)
Descriptors:
*Academic Achievement; *Cognitive Style; *Educational Environment;
Elementary Education; *Learning Modalities; Learning Processes;
Principals; School Schedules; Scores; Standardized Tests; *Student
Behavior; *Student Needs; Teacher Morale
Identifiers: *North Carolina (Charlotte)
EJ431844 SO522356
Title: The Effects of Gender and Attendance Period on Children's
Adjustment to Nursery Classes.
Author(s): Davies, Julie; Brember, Ivy
Source: British Educational Research Journal, v17 n1 p73-82 1991
Publication Date: 1991
ISSN: 0141-1926
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Target Audience: Researchers
Analyzes the effects of gender and time of attendance on children's adjustment to English nursery classes attached to primary schools. Results show boys were perceived as less well adjusted to school than are girls. Afternoon attendees were found to be less well adjusted than morning attendees. Discusses strategies to help those who are less well adjusted. (NL)
Descriptors:
*Adjustment (to Environment); Analysis of Variance; Attendance;
Child Development; *Dual Enrollment; Educational Research; Family
School Relationship; Foreign Countries; *Preschool Education; *Sex
Differences; *Student Adjustment; Student Characteristics; Student
Needs
Identifiers: England
EJ434960 SE547981
Title: Types of Errors Exhibited in a Remedial Mathematics Course.
Author(s): Pinchback, Carolyn L.
Source: Focus on Learning Problems in Mathematics, v13 n2 p53-62
Spr 1991
Publication Date: 1991
ISSN: 0272-8893
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Reported is a study of types of errors exhibited by students of intermediate algebra at the college level and the effect the time of day instruction has on students' performance. Results indicated that two types of errors, conceptual and prerequisite, and that student performance is better in the morning. (MDH)
Descriptors:
*Algebra; *Error Patterns; Mathematics Education; Postsecondary
Education; *Remedial Mathematics; Research Reports
Identifiers: *Error Analysis (Mathematics); *Learning Environment
EJ438613 TM516189
Title: Teacher Stability from Morning to Afternoon and from Year
to Year.
Author(s): Meyer, Linda A.; And Others
Source: American Educational Research Journal, v28 n4 p825-47 Win
1991
Publication Date: 1991
ISSN: 0002-8312
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Stability from morning to afternoon and from year to year of 25 kindergarten and first grade teachers was examined for time and frequency of interactions during reading, story reading, and all instruction. Possible reasons for the lesser stability of first grade teachers are discussed. (SLD)
Descriptors:
*Behavior Patterns; Classroom Observation Techniques; *Educational
Practices; *Elementary School Teachers; Full Day Half Day Schedules;
Grade 1; Kindergarten; Longitudinal Studies; Primary Education;
*Teacher Behavior; Teacher Response; Teacher Student Relationship
Identifiers: *Behavioral Stability; *Consistency (Behavior)
ED317508 SP032112
Title: Teacher Stability Revisited: How Consistent Are Teachers
from Morning to Afternoon and from Year to Year? Technical Report
No. 472.
Author(s): Meyer, Linda A.; And Others
Author Affiliation: Illinois Univ., Urbana. Center for the Study
of Reading.(BBB14200)
Pages: 66
Publication Date: May 1989
Sponsoring Agency: Office of Educational Research and Improvement
(ED), Washington, DC. (EDD00036)
Contract No: OEG-0087-C1001
Available from: EDRS Price MF01/PC03 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Illinois
This report presents results of classroom observations of kindergarten and first grade teachers. Nine full days of observations were completed with each of the teachers for 2 consecutive school years. Results are presented in terms of kindergarten teachers' time allocated to reading and to all instruction as well as their frequency of instructional interactions during reading instruction and while reading stories to their classes. AM to PM results are compared for teachers teaching half-day classes. In addition, year to year comparisons are presented for teachers of half-day and full-day kindergarten instructional interactions. Correlations for kindergarten and first grade teachers for AM/PM and year to year frequencies of decoding interactions were all above .88 and significant above .00l level. Discussion focuses upon the greater likelihood of stability for half-day kindergarten teachers than for first grade teachers, the difference between these results and findings by other researchers suggesting that teachers' behaviors lack stability, and possible explanations for why some teachers may be somewhat less stable than their peers. Data from the study are presented on charts and tables. (Author/JD)
Descriptors: *Elementary School Teachers; Grade 1; Interaction; Kindergarten; *Preschool Teachers; Primary Education; *Reading Instruction; *Teacher Behavior; Teacher Student Relationship; *Time Management
EJ359131 CS734686
Title: A Timely Solution: Effects of Chronobiology on Achievement
and Behavior.
Author(s): Dunn, Rita; And Others
Source: Clearing House, v61 n1 p5-8 Sep 1987
Available from: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Advances the notion that students should be assigned to classes according to the time of day they learn best. (JC)
Descriptors:
*Cognitive Style; Educational Research; Elementary Education; Grouping
(Instructional Purposes); *Learning Processes; Mathematics Instruction;
Reading Instruction; *Scheduling; Student Motivation; *Time Factors
(Learning)
Identifiers: *Chronobiology; Time Studies; Time Work Fatigue
EJ353277 SP516789
Title: Effects of Time-of-Day of Instruction on Beginning Reading
Achievement.
Author(s): Davis, Zephaniah T.
Source: Journal of Educational Research, v80 n3 p138-40 Jan-Feb
1987
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
This study was undertaken to determine whether afternoon reading instruction results in greater achievement for beginning readers than does morning instruction. One hundred first grade pupils participated in the study. Implications for practice and continued research are discussed. (Author/MT)
Descriptors: *Beginning Reading; Grade 1; Memory; Primary Education; *Reading Achievement; *Reading Instruction; *Time Factors (Learning)
EJ349224 EC191608
Title: A Single-Subject Study of the Effects of Time on Task and
Time of Day on Productivity and Achievement in a Dysgraphic Student.
Author: Morton, L. L.
Source: Canadian Journal for Exceptional Children, v3 n1 p23-28
Fall 1986
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJJUN87
A single-subject study of the effects of time on task and time of day on written productivity in a dysgraphic learning-disabled fourth grader revealed that continuous adult direction increased time on task; that concurrent achievement gains using standardized tests accrued; and that enhanced writing productivity was evident in the afternoon. (Author/DB)
Descriptors:
Case Studies; *Learning Disabilities; *Productivity; *Time Factors
(Learning); *Time on Task; *Writing Difficulties
Identifiers: *Dysgraphia; *Time of Day
EJ324335 RC505996
Title: Time-of-Day Effects upon Children's Memory and Analogical
Reasoning.
Author(s): Morton, Larry L.; Kershner, John R.
Source: Alberta Journal of Educational Research, v31 n1 p26-34 Mar
1985
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Target Audience: Teachers; Practitioners
Time-of-day effects on children's incidental visual memory for words and ability to solve verbal analogies were investigated. Thirty-six normal, learning disabled, and educable retarded children were assigned morning or afternoon learning/recall sessions. All showed afternoon superiority for superficially processed words, but no differences for words processed at deeper semantic levels. (DC)
Descriptors:
Arousal Patterns; Comparative Analysis; Disabilities; Elementary
Secondary Education; Foreign Countries; *Incidental Learning; *Learning
Theories; *Memory; Mild Mental Retardation; Recognition (Psychology);
Semantics; *Time Factors (Learning); *Verbal Learning
Identifiers: *Analogy; Canada; Ontario (Cobourg); *Visually Evoked
Responses
ED257863 TM850330
Title: Study of the Instructional Effectiveness of Last Period Middle
School Classes.
Author(s): Brooks, Jennifer Giddings; Tees, Sandra
Author Affiliation: Fort Worth Independent School District, Tex.
Dept. of Research and Evaluation.
Publication Date: Mar 1985
Note: 20p.; Paper presented at the Annual Meeting of the American
Educational Research Association (69th, Chicago, IL, March 31-April
4, 1985). Best copy available.
Available from: EDRS Price - MF01/PC01 Plus Postage.
Language: English
Document Type: CONFERENCE PAPER (150); RESEARCH REPORT (143)
Geographic Source: U.S.; Texas
Target Audience: Researchers
To facilitate cost effective bus schedules, middle school classes begin one hour later than high school classes in the Fort Worth Independent School District, Texas. This study investigated whether middle school students were adversely affected, in terms of grades and classroom performance, by having the class day extended to 4 p.m. High schools were included in the study to determine the effect of time of day on last period students. Grades were collected from sets (a morning class and a comparable afternoon class taught by the same teacher) of fall, 1983, English or math classes. Classroom observations were made in the spring. Findings indicated that: (1) grades were not significantly higher in morning classes. Middle School student grades were higher in last period classes; (2) time on task was not significantly higher in the morning; (3) noise and activity levels were higher in last period classes, but this only affected student performance when teacher management skills were weak; and (4) the later start time caused individual student problems and scheduling difficulties for school personnel. Since middle school student achievement was not affected by the later time for last period classes, no schedule changes were recommended except for scheduling extra-curricular activities during before school hours when feasible. Appended are teacher and staff comments and a table showing distribution of student grades for Fall, 1983, by subject, level, and teacher for first and last period classes. (BS)
Descriptors:
*Academic Achievement; *Class Organization; *Classroom Environment;
English Instruction; High Schools; Intermediate Grades; Mathematics
Instruction; Middle Schools; Performance Factors; Physical Activity
Level; *School Schedules; School Surveys; Secondary Education; Student
Behavior; *Time Factors (Learning); Time on Task
Identifiers: *Fort Worth Independent School District TX
EJ287816 CG525002
Title: The Effect of Time of Day on Problem Solving and Classroom
Behavior.
Author(s): Zagar, Robert; Bowers, Norman D.
Source: Psychology in the Schools, v20 n3 p337-45 Jul 1983
Available from: UMI
Language: English
Document Type: RESEARCH REPORT (143)
Observed fluctuations in problem-solving and classroom behaviors for 43 nonmedicated pupils who had attention deficits with hyperkinesis. Results showed that on problem-solving tasks except Digit Span, pupils performed better in the morning. In classroom behavior, all pupils exhibited more interference, off-task, noncompliance, and minor motor movement in the afternoon. (WAS)
Descriptors: *Attention Span; *Elementary School Students; *Hyperactivity; Intermediate Grades; Learning Strategies; *Problem Solving; *Student Behavior; *Time Factors (Learning)
ED231154 EC152599
Title: Time of Day and Its Effect on Pupil Problem Solving and Classroom
Behavior.
Author(s): Bowers, Norman D.; Zagar, Robert J.
Publication Date: Apr 1983
Notes: 16p.; Paper presented at the Annual Meeting of the American
Educational Research Association (Montreal, Canada, April 11-14,
1983).
Available from: EDRS Price - MF01/PC01 Plus Postage.
Language: English
Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)
Geographic Source: U.S.; Illinois
Fluctuations in problem solving and classroom behaviors during the school day for 43 hyperkinetic intermediate students with attention deficits were examined. Ss were observed with the Stonybrook Observation Code and tested with the Stroop Color-Word Test, Matching Familiar Figures, Porteus Mazes, and Digit Span. Data were collected in counterbalanced morning and afternoon sessions. Analysis of results revealed that Ss performed better in the morning on problem solving tasks except Digit Span. In classroom behavior, all Ss exhibited more interference, off task behavior, noncompliance, and minor motor movement in the afternoon. (Author/CL)
Descriptors: *Attention Deficit Disorders; Behavior Problems; *Hyperactivity; Intermediate Grades; Problem Solving; *Time Factors (Learning); *Time on Task
EJ269290 TM507254
Title: Morning versus Afternoon Testing and Children's Intelligence
Test Performance.
Author(s): Leigh, Cheryl J.; Reynolds, Cecil R.
Source: Perceptual and Motor Skills, v55 n1 p93-94 Aug 1982
Available from: Reprint: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Wechsler Intelligence Scale for Children-Revised Verbal, Performance, and Full Scale IQs for matched-pair subjects were compared, evaluating performance in morning and afternoon testing. No significant differences in mean IQ as a function of time of testing were shown. Greater variability occurred for morning performance on the Verbal and Full Scale measures. (Author/CM)
Descriptors:
Elementary Secondary Education; *Intelligence Tests; *Performance
Factors; *Psychological Testing; Student Behavior; Testing Problems;
*Time Factors (Learning)
Identifiers: *Testing Conditions; *Time Oriented Data; Wechsler
Intelligence Scale for Children (Rev)
EJ269254 SP512192
Title: When to Teach What to Whom.
Author: Graeber, R. Curtis
Source: Today's Education, v71 n3 p35-37 1982
Available from: Reprint: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Research indicates that time of day affects how people encode, store, and retrieve information. Students may learn better if class schedules are adjusted to natural body clocks. Subjects that require memorization or use of memorized materials might be best for mornings; afternoons may be best for integration of verbal materials. (PP)
Descriptors: *Biological Influences; *Cognitive Ability; Elementary Secondary Education; Individual Differences; *Learning Processes; Memory; Retention (Psychology); *School Schedules; *Student Characteristics; *Time Factors (Learning) Identifiers: *Circadian Activity Rhythms
EJ269293 TM507257
Title: Time-of-Day Effects in Performance by Seventh Grade Students
on Two Measures of Impulse Control.
Author(s): Simpson, Madeline L.
Source: Perceptual and Motor Skills, v55 n1 p115-21 Aug 1982
Available from: Reprint: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
The differential performance of boys and girls on selected measures of impulse control was examined. No differences were shown between morning and afternoon groups on two Tuesdays. Girls manifested circadian effects more, made fewer delayed-reward choices, and made less accurate time estimations. (Author/CM)
Descriptors: *Delay of Gratification; Grade 7; Junior High Schools; Measurement Techniques; *Performance Factors; *Self Control; *Sex Differences; *Time Perspective Identifiers: *Impulsiveness; Testing Conditions; Time Span Measurement
EJ239588 TM505828
Title: Body Rhythms, the School Day, and Academic Achievement.
Author(s): Biggers, Julian L.
Source: Journal of Experimental Education, v49 n1 p45-7 Fall 1980
Publication Date: 1980
Language: English