Abstract
AbstractAssuming that pupil involvement in academic learning activities (involved time) is a behavioral indicator of pupil learning, this study examined three context variables (subject area, day of the week, and academic activity format) and one pupil variable (previous achievement growth) in relation to pupil involved time. Individual pupil behavior was observed in fourth grade classrooms and coded according to type of academic activity and activity format (individual, group) during language arts, math, science, and social studies classes. Differences in involved time were found for subject area, day of the week, and achievement growth. The implications of the results for making more effective use of allocated instructional time are discussed.
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