Classroom Management and Loss of Time at the Lesson Start: A Preliminary Study

Autor/in	Saloviita, Timo
Titel	Classroom Management and Loss of Time at the Lesson Start: A Preliminary Study
Quelle	In: European Journal of Educational Research, 2 (2013) 4, S.167-170 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Classroom Techniques; Classroom Observation Techniques; Secondary School Teachers; Time Management; Behavior Problems; Performance Factors; Classroom Environment; Lesson Observation Criteria; Foreign Countries; Likert Scales; Finland + Suchen Sie Ihr Suchwort? Klassenführung; Zeitmanagement; Leistungsindikator; Klassenklima; Unterrichtsklima; Unterrichtsmitschau; Ausland; Likert-Skala; Finnland
Abstract	Lesson starts are transitional events which may cause management problems for teachers. In this study 131 lesson starts of equally many teachers were observed in primary and secondary schools in Finland. The results indicated that, in general, the problems were minimal. However, for various reasons lesson starts were delayed by an average of about six minutes. Calculated on this basis, the total loss of instructional time in the whole school year was about five weeks of schooling. No statistically significant relationships were observed between disturbances in the classroom and any background variable studied including grade level, classroom type, (special or mainstream), group size, presence of classroom assistant, sex of the teacher, weekday, time of day of the lesson, or subject of the lesson. In order to maximise instructional time more attention should be paid in future to starting lessons promptly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01