An 8 page research proposal for a study pertaining to the length of time devoted to science instruction in the elementary grades. The proposed study would examine which class schedule was more effective--80 minute lessons every other day or 40 minute lessons every day. Bibliography lists 8 sources.
Name of Research Paper File: D0_khsccl80.rtf
Unformatted Sample Text from the Research Paper:
have considered the advisability of so-called "frivolous" extras, such as music instruction. Despite these efforts, one area of study that has been neglected pertains to the scheduling of science instruction
at the elementary school level. A problem that has not been addressed is the fact that science experiments and projects that are extensive maybe too long for the time periods
allotted to science instruction under traditional systems. Research question The principal question that this proposed research study is whether or not science instruction in the elementary grades could benefit
from lengthier lesson times. Specifically, this study proposes to answer the question of whether or not a double class period of science instruction of 80 to 90 minutes every
other day would facilitate learning, as compared to having everyday science instruction for the shorter standard lesson time of 40 to 50 minutes. Literature review Examination of current literature (that
is, research articles published within the last decade), shows that this topic (as far as can be determined by this writer/tutor) has not been addressed by previous research. However, there
have been empirical studies performed that suggest that the proposed study would be a logical step in adding to what is already known about the efficient use of school time.
For example, according to Metzker (2003), school time can be conceived of as an inverted pyramid. The total time the school day or year is the top tier, engaged time
(that is, time on task) forms the middle tier, and time devoted to academic learning forms the bottom tier (Metzker, 2003). As this suggests, the time available for academic learning
is limited and precious. Ineffective ways of managing class time, such as "preparation for standardized tests, maintaining classroom discipline and special-day activities (Halloween parties and science fairs)" reduce the