Non-instructional time averages 23 percent in observed Chicago elementary classrooms, with half of teachers at 14 percent and half at 30 percent¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The average rate of non-instructional time in observed elementary classrooms was 23 percent, higher than the 18 percent found in comparable studies. → BetsAnn Smith 1998 q2 i? Nearly half of teachers spend 20 percent or less of classroom time on non-instructional activities (averaging 14 percent), while the other half average 30 percent. → BetsAnn Smith 1998 (2)

Evidence¶

BetsAnn Smith 1998¶

BetsAnn Smith. (1998). It's About Time: Opportunities to Learn in Chicago's Elementary Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/its-about-time-opportunities-learn

q2 · i? · associational · r2

Observation-log analysis of over 1,000 instruction periods in language arts, mathematics, and social studies found a 23 percent non-instructional rate, "somewhat higher than 18 percent average found in comparably designed observation studies."

"On average, the rate of non-instructional time (time spent in management tasks or time doing nothing) in the observed elementary school classrooms was 23 percent. This is somewhat higher than 18 percent average found in comparably designed observation studies."

BetsAnn Smith 1998 (2)¶

BetsAnn Smith. (1998). It's About Time: Opportunities to Learn in Chicago's Elementary Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/its-about-time-opportunities-learn

q2 · i? · associational · r1

The distribution of teacher non-instructional rates (Figure 2) splits observed teachers into an effective group averaging 14 percent and a less effective group averaging 30 percent non-instructional time.

"Nearly half of the teachers spend 20 percent or less of their classroom time in non-instructional activities. These CPS teachers appear to manage their classrooms quite effectively. The average rate of non-instruction of these effective teachers is 14 percent. The other half of CPS teachers seem much less effective. They have a group average of 30 percent."

Discussion¶

Related Claims¶

• In one synthesis of group-based mastery learning, five observational studies found more time-on-task in mastery classes and one community-college evaluation found lower attrition in seven of eight disciplines — related
• Teachers and students in elementary resource rooms remained on task during reading instruction, with overall student engagement averaging 2.76 on a 3-point scale — related
• Teachers who effectively implement classroom management can engage students in learning activities for more than 90 percent of allocated time — reports the opposite
• Observed classes in high-performing CHSRI schools showed high or medium student engagement and calm, well-behaved classrooms, with only one low-engagement class — related