Abstract
Four groups of preservice teachers participating in student teaching seminars were randomly assigned to one of three conditions to test the effectiveness of brief training in time-management techniques. A control group received no training. Experimental Group 2 received basic training in time management, whereas Experimental Group 1 received the same training and, in addition, implemented two specific time- management procedures (written planning and self-monitoring) under the supervision of the experimenters. Significant differences among the groups were observed in the expected direction on measures of promptness in completing tasks during student teaching and on self-ratings of proficiency in time management.
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