Doctoral Dissertations

Date of Award

8-1988

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration and Supervision

Major Professor

Robert K. Roney

Committee Members

Dan Quarles, Gerald Ubben, Lynn Ourth

Abstract

Use of time by special education teachers was the focus of this 1988 study. Data were collected by observing 30 special education teachers in two school systems. Teacher on- and off-task behavior was analyzed, with comparisons made between elementary and secondary teachers, teachers with and without paraprofessional assistance, and teachers observed in the mornings and those observed in the afternoons. Finally, data were compared with those from a similar study conducted in the regular education setting in 1985.

The study revealed that special education teachers were on-task over 80% of the time, either in direct instruction and associated activities or in management or in other required activities. Management was found to consume slightly more than 40% of teachers' time. Including lunch and other breaks, socialization accounted for slightly under 10% of the teachers' days; interruptions and uninvolvement, roughly 6%.

Chi-square analyses revealed that secondary teachers were more likely to be involved in on-task behaviors related to instruction than elementary teachers, and that teachers with paraprofessional assistance were less likely to be involved in on-task behaviors related to instruction than were those without paraprofessional assistance. Teachers observed in the mornings were more likely to exhibit on-task behaviors related to instruction than teachers observed in the afternoons. Comparison with data from a 1985 regular education study revealed similar percents in most categories of on- and off-task.

Conclusions were: extensive record-keeping required of special education teachers is preventing them from spending as much time in direct instruction as desired and contributing to the disproportionate amount of time in management; teachers lack skill in the use of the instructional techniques of set and closure, evidenced by low percentages of time in these areas; teachers took the responsibility of instruction seriously, evidenced by a minimal amount of time off-task; and paraprofessionals are not being utilized effectively.

Recommendations included: more training in time management skills and increased paraprofessional help for teachers to reduce time consumed by management activities; training for teachers in using the instructional techniques of set and closure; and a more clearly defined role for the paraprofessional in the special education setting.

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