Josue Jimenez

Educ 503

Professional Growth/Annotated Bibliography

Professor Lisa Beaird

February 13, 2019

 Annotated Bibliography

Khan, H., Farooqi, M., Khalil, A., & Faisal, I. (2016). Exploring Relationship of Time

Management with Teachers’ Performance.(Report). ​Bulletin of Education and Research,​ ​38(​ 2).

Researchers looked at the relationship between teachers’ time management techniques

and their class performance. The subjects for the study were teachers who were

considered to be senior. A time management scale was developed for the purposes of the

study. A positive relationship between teachers’ time management techniques and their

class performance was found. The study made the inference that teachers’ lesson

planning techniques were effective due to effective time management. Researchers made

the assessment that time management skills would be beneficial to include as part of

teacher training programmes as a way of improving overall class management skills.

Llorens, F., & Sangrà, A. (2013). Teaching Presence and Time Management in the Virtual

Classroom: The UOC’s model. ​eLearn Center Research Paper Series

The article introduces the idea of a “Teaching Presence”as an integral component of a

teaching model. The other two components are social and cognitive presence. The three

items combined are described as being essential for classroom organization and designing

educational activities, which would include time management. This article focused

specifically on online classrooms. The focus of this paper was to introduce ideas that

might potentially improve the aforementioned components in order to assist in

evaluations.

Rivkin, S., & Schiman, J. (2015). Instruction Time, Classroom Quality, and Academic

Achievement. ​Economic Journal,​ ​125(​ 588), F425–F448. ​https://doi.org/10.1111/ecoj.12315

 In this article, researchers used panel data methods to investigate instruction time effects

by utilizing data found in the 2009 International Student Assessment data. The findings

lead researchers to the conclusion that achievement increases with instruction time and

that the increase varies by both the amount of time and the classroom environment.

Things that impeded instruction time were anything ranging from bad peer relationships

to substance abuse my students. The results illustrated that school circumstances are

important factors of the benets and desirability of increased instruction time. That is to

say that in order for instruction to be of maximum benefit, the classroom environment

needs to improve as well. The authors do well to clarify that there are still a lot of factors

that cannot be accounted for in the examination of raw data.

Stripling, B. (1986). Finding Time: Practical Time Management for Out-of-Classroom

Educators. ​The Clearing House,​ ​59​(5), 225-227. Retrieved from

http://www.jstor.org.ezproxy.redlands.edu/stable/30186520

This article provides readers with some practical time management tips. This was

specifically written for out of classroom educators. These things have to do with setting

goals in order to provide adequate time for preparation. Another tip that was discussed

was being aware of things that can potentially eat up time in order to better address or

avoid these obstacles entirely if possible. Delegating tasks to students or aides is also

referenced. The importance of building relationships and communicating effectively is

also mentioned.
Saloviita, T. (2013). Classroom Management and Loss of Time at the Lesson Start: A

Preliminary Study. ​European Journal of Educational Research​, ​2​(4), 167–170.

https://doi.org/10.12973/eu-jer.2.4.167

According to this article the beginning transition that signals the start of class time can be

a problematic time for teachers. Specifically for this study, lesson starts were observed in

primary and secondary schools in Finland. The results showed problems in transitioning

to be minimal. The study found that the average delay for initiation of instruction was

about 6 minutes. Researchers added up the delays and found that this was equal to around

6 weeks of schooling. Researchers looked for any interactions between other variables

such as ;grade level, classroom type,(special or mainstream), group size, presence of

classroom assistant, sex of the teacher, weekday, time of day of the lesson, or subject of

the lesson. The authors noted that the more prompt the start of the lesson or instruction

the more instructional time was had. Other variables such as the timing for bell schedules

were also examined.