A comparison of the utilization of language arts instructional time for teachers with aides and teachers without aides

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Lou Ann Wilson Kasias (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Dale L. Brubaker

Abstract: This study examined the effect aides have on teacher utilization of language arts instructional time. Eighty observations were made in 40 first-, second-, and third-grade classrooms in North Carolina's central Piedmont section. Teachers in half of these self-contained classrooms had the services of an aide and those in the other half did not. Each class was observed during 90-minute periods for two consecutive days. Both teacher and aide behaviors were coded 60 times each according to specified categories on an observation instrument. Analyses were made using a two-sample t test with a .05 level of significance. Teachers were compared as to how much time they spent engaged in noninstructional, monitorial, and instructional duties; in different aspects of the language arts and reading; in teaching, assessing, assigning, and helping with assignments; and in interacting with students individually, in small groups, and in large groups. Finally, comparisons were made as to how much adult human resource time was directed at students individually, in small groups, and in large groups.

Additional Information

Language: English
Date: 1981
Teachers' assistants $z North Carolina
Language arts (Elementary) $x Instruction and study
Language arts (Elementary) $z North Carolina

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