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dc.contributor.advisorKelly, Maureenen_US
dc.contributor.authorWheeler Kopf, Diane Marie, 1962-
dc.creatorWheeler Kopf, Diane Marie, 1962-en_US
dc.date.accessioned2013-04-03T13:23:11Z
dc.date.available2013-04-03T13:23:11Z
dc.date.issued1994en_US
dc.identifier.urihttp://hdl.handle.net/10150/278398
dc.description.abstractThe purpose of this study was to determine teacher and program effectiveness in Consumer and Homemaking Programs in Arizona by using time on task as a measure. In effective program studies, the common critical variable was the individual teacher (Brophy, 1979; McGreal and McGreal, 1986). Teachers who were organized, started class on time and kept the students busy with relevant work maintained high time on task percentages. Using time on task as a measurement of effectiveness, the "Managing Learning Time" instrument (Halasz and Desy, 1984), was used. This study: determined that the majority of students were on task in Arizona Consumer and Homemaking Education classrooms. Time on task was affected more by teacher and classroom practices than by the course content. The focus of the on task behavior varied by subject matter. The majority of time was spent on theory, practice and basic skills in Consumer and Homemaking courses.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Home Economics.en_US
dc.subjectEducation, Agricultural.en_US
dc.titleTime on task observations in consumer and homemaking classroomsen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1357268en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineFamily and consumer resourcesen_US
thesis.degree.nameM.S.en_US
dc.identifier.bibrecord.b31947712en_US
refterms.dateFOA2018-07-15T22:52:34Z
html.description.abstractThe purpose of this study was to determine teacher and program effectiveness in Consumer and Homemaking Programs in Arizona by using time on task as a measure. In effective program studies, the common critical variable was the individual teacher (Brophy, 1979; McGreal and McGreal, 1986). Teachers who were organized, started class on time and kept the students busy with relevant work maintained high time on task percentages. Using time on task as a measurement of effectiveness, the "Managing Learning Time" instrument (Halasz and Desy, 1984), was used. This study: determined that the majority of students were on task in Arizona Consumer and Homemaking Education classrooms. Time on task was affected more by teacher and classroom practices than by the course content. The focus of the on task behavior varied by subject matter. The majority of time was spent on theory, practice and basic skills in Consumer and Homemaking courses.


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