Changing Teacher Time.
Saved in:
| Title: | Changing Teacher Time. |
|---|---|
| Authors: | Vannest, KimberlyJ.1 (AUTHOR) kvannest@tamu.edu, Soares, DeniseA.1 (AUTHOR), Harrison, JudithR.1 (AUTHOR), Brown, Leanne2 (AUTHOR), Parker, RichardI.1 (AUTHOR) |
| Source: | Preventing School Failure. 2010, Vol. 54 Issue 2, p86-98. 13p. 5 Charts, 4 Graphs. |
| Subject Terms: | *Special education teachers, *Teachers, *Time management, *Special education, Self-monitoring (Psychology) |
| Geographic Terms: | United States |
| Abstract: | Studies on special education teacher time use (TTU) have indicated that special education teachers spend small percentages of their day teaching. The authors examined goal setting and self-monitoring to change the time use of 4 teachers. In terms of TTU, each teacher articulated goals for increasing some tasks (e.g., instruction) and decreasing others (e.g., paperwork). Data indicated that self-monitoring of time use produced medium and moderate effects for 1 teacher and small effects for another. Data for the 2 other teachers suggested that there are institutional barriers to increasing instructional time, even for highly motivated teachers. This unique and preliminary study on changing TTU articulated teacher beliefs regarding barriers to changing teacher time. In addition, this study mirrored R. Ingersoll's (1996, 2003) theoretical work, which indicated that teachers across the United States work every day in conditions shaped and controlled by a system that they do not control. [ABSTRACT FROM AUTHOR] |
| Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Studies on special education teacher time use (TTU) have indicated that special education teachers spend small percentages of their day teaching. The authors examined goal setting and self-monitoring to change the time use of 4 teachers. In terms of TTU, each teacher articulated goals for increasing some tasks (e.g., instruction) and decreasing others (e.g., paperwork). Data indicated that self-monitoring of time use produced medium and moderate effects for 1 teacher and small effects for another. Data for the 2 other teachers suggested that there are institutional barriers to increasing instructional time, even for highly motivated teachers. This unique and preliminary study on changing TTU articulated teacher beliefs regarding barriers to changing teacher time. In addition, this study mirrored R. Ingersoll's (1996, 2003) theoretical work, which indicated that teachers across the United States work every day in conditions shaped and controlled by a system that they do not control. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 1045988X |
| DOI: | 10.1080/10459880903217739 |
