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Policy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) how much time is allocated to the teaching of English and how much time is lost, (ii) how English teachers use their time in primary education classrooms and (iii) the factors associated with student-centred learning and on academic learning in general. Around a quarter of the class time is lost through timetabling, teacher absenteeism, lesson start and finish times and teacher off task activity. Teachers who spend more time teaching in class are more likely to be in rural or estate schools and in schools with more facilities, and to have attended the Primary English Language Programme in the past. Teachers who spend more time on student-centred activities are more likely to be teaching Grade 3 than Grade 5, using remedial methods and holding an official 'appointment' as an English teacher. Policy implications for Sri Lanka are considered and points of comparison with policies and practices elsewhere raised. [ABSTRACT FROM AUTHOR]

Background: Cognitive enhancements are associated with persistent sport participation. The primary objective of this investigation was to assess mental fatigue during a prolonged simple reaction time task in athletes as compared to non-athletes. Methods: Forty men (20 athletes and 20 non-athletes; Age = 23.81 ± 2.28 years) completed a prolonged reaction time (RT) task of 51 min duration. The task included three periods of 17 min each, with no breaks, each period consisted of 200 RT trials. The participants' ratings of mental fatigue were assessed with a modified visual analogue mood scale (VAMS) before and after the fatigue-inducing mental task. Results: Mental fatigue had a significant effect on both athletes and non-athletes (P ≤.001). Athletes evidenced shorter RTs during the second and third periods of the prolonged reaction time task as compared with to non-athletes. Conclusion: This study suggested that athletes exhibit greater resistance to mental fatigue than non-athletes. It is therefore suggested that habitual exercise may reduce the negative effect of mental fatigue on a prolonged cognitive task. [ABSTRACT FROM AUTHOR]

In this study, the authors examined the survivability, or persistence over time, of overall science instruction for English learners (ELs) in treatment and control classrooms within a field-based, quasi-experimental grant-funded project in the United States. The project's goal was to increase ELs' science and language achievement through implementation of a language-infused science inquiry model with scripted lessons as teacher scaffolds. The project included observational data on activity structures in treatment and control classrooms. Using survival analysis, the authors analyzed science inquiry instruction survival (i.e., free of lecture-based teaching) and general science instruction time-on-task survival (i.e., free of interruptions) in both groups during the first year of the project (Grade 5). Results indicated a statistically significant difference in science inquiry and time-on-task science instruction persistence in favor of treatment classrooms. Implications for practitioners and possibilities for future research are considered. [ABSTRACT FROM AUTHOR]

When multitasking in a demanding environment, operators strategically switch between tasks. Two influences on this multi-task management behaviour are the perceived rewards gained from performing a task, and the perceived effort a task requires in order to be completed. Proportionally, reward over effort is 'rate of return', expressing that either reward or effort changing over time spent performing a task, may influence multitasking behaviour. In the current experiment, two of four tasks within a multitasking paradigm provided constant or diminishing reward and required either constant or increasing effort in their performance. For on-going tasks, decreasing reward and increasing effort required both increased the probability of a task switch. The theory contributed here supports the study of multi-task management, and task switching model development. We discuss each in the context of safety-critical applications. [ABSTRACT FROM AUTHOR]

Background: The issue of cognitive sex differences has been a topic of interest for researchers for several decades. The present study investigated the relatively new area of sex differences in mental fatigue. Methods: Mental fatigue was evaluated via a modified visual analogue mood scale (VAMS) and Activation Deactivation Adjective Checklist (AD-ACL) before and after a task designed to induce mental fatigue. The participants performed a reaction time task in three blocks of 17 min, without any rest time between the blocks. Results: Mental fatigue increased after each 17-min block for both sexes with no significant differences between males and females (P = .54). Females had slower reaction time within the first block but slightly faster reaction time within the second and third blocks (P ≤ .001). Conclusion: Although no significant differences in mental fatigue between male and female groups were found, the results may suggest that task unfamiliarity had a more negative influence on reaction times in females than males. [ABSTRACT FROM AUTHOR]

Few youths engage in the recommended amount of physical activity (PA). Many educators have concerns about increasing PA in schools, including taking time from academics, though studies show that school-based PA can be beneficial to academics. This study extends previous research on the relationship between school-based PA and time on task (TOT) by engaging students in teacher-led PA breaks in the classroom and observing students' on-task behavior for a longer period than previous studies. A third-grade class of 23 students from a rural New England public school was observed as part of a single-subject withdrawal design study. The class, therefore, served as its own control. Student on-task behavior was observed for 45 min following both inactive and active conditions using systematic direct observation procedures. The intervention consisted of 10 min of whole-body movement: 1-2 min of warm-ups, 6-8 min of moderate PA, and 1-2 min of cool-downs. Multiple measures of effect indicate that simple, 10-min, breaks for PA can improve TOT rates among elementary students. This study supports the use of brief breaks for PA to improve student TOT while also indicating that the effects persist for at least 45 min. This is valuable to educators who wish to increase TOT with a simple classroom intervention and for those who wish to help students meet the recommended amount of daily PA. [ABSTRACT FROM AUTHOR]

Delaying tracking, extending students’ exposure to a general academic education and increasing their time on task on basic competences (reading, mathematics) could improve academic outcomes. To test the hypothesis that delayed vocational streaming improves academic outcomes, this paper analyzes Poland's significant improvements in international achievement tests and the restructuring of the system which expanded general schooling. Estimates using propensity-score matching and difference-in-differences estimates show that delaying vocational education and increasing time on task have a positive and significant impact on student performance on the order of a standard deviation. [ABSTRACT FROM PUBLISHER]

The purpose of this article is to gain an insight into the effects of practicing short, frequent, and structured reflection breaks interspersed with the learning material in a computer-based course. To that end, the study sets up a standardized control trial with two groups of secondary school pupils. The study shows that while performance is not affected by these embedded “reflection rituals,” they significantly impact time on task and perceived learning. The study also suggests that the exposure to such built-in opportunities for reflection modifies the engagement with the content and fosters the claimed readiness for application of a similar reflective approach to learning in other occasions. [ABSTRACT FROM PUBLISHER]

Driver behavior and vehicle-road kinematics have been shown to change over prolonged periods of driving; however, the interaction between these two indices has not been examined. Here we develop a measure that examines how drivers turn the steering wheel relative to heading error velocity, which the authors call the relative steering wheel compensation (RSWC). The RSWC transiently changes on a short time scale coincident with a verbal query embedded within the study paradigm. In contrast, more traditional variables are dynamic over longer time scales consistent with previous research. The results suggest drivers alter their behavioral output (steering wheel correction) relative to sensory input (vehicle heading error velocity) on a distinct temporal scale and may reflect an interaction of alerting and control. [ABSTRACT FROM AUTHOR]

This paper explores questions of relevance to Ethiopian primary education policy. It examines (i) the match/mismatch between government-prescribed pedagogy and actual student learning practices and (ii) the relationship between those practices and school, class and teacher level factors. The paper employs evidence from government documents on curriculum and pedagogy, time-based observations of 5,088 students in 776 mathematics classes and interviews with teachers. In recent years the government has prescribed a shift away from teacher-oriented towards student-centred methods of learning for both the first (Grades 1–4) and second (Grades 5–8) cycles of primary education with a target that 30% of class time be spent on student-centred activity. We find that student-centred activities accounted for just 10.7% of time spent, teacher-oriented activities 74.5% and ‘off task’ 14.7%, with first cycle students more ‘off task’ and second cycle students more ‘teacher-oriented’. In both cycles a student is more likely to be ‘on task’ rather than ‘off task’ if taught by a teacher with a Diploma or a degree, who has not been absent recently and has received supervision within the last four weeks; and more likely to be engaged in student-centred rather than teacher-oriented activity if taught by a female teacher with a Diploma. In the first cycle, ‘on task’ activity is associated with female teachers; in the second cycle with male. In the first cycle student-centred activity is associated with class sizes of less than 26; in the second cycle with class sizes of more than 26 and with less experienced teachers. Policy implications are explored. [ABSTRACT FROM PUBLISHER]

Student engagement has rapidly developed a central place in the quality agenda of Australian universities since the introduction of the Australasian Survey of Student Engagement (AUSSE). The AUSSE is based on one developed in the USA. The main arguments given for adopting this survey in Australia are that it provides a valid instrument for measuring engagement and that it enables international comparisons. However, the survey instrument and scales have been adopted with little scrutiny of these arguments. This paper examines these arguments by considering different perspectives of engagement, examining the importance of contextual differences and evaluating the AUSSE engagement scales in the light of both. The paper concludes that the AUSSE results should be used by universities and policy‐makers with caution. [ABSTRACT FROM PUBLISHER]

Students were surveyed and asked to self-evaluate their performance and time-on-task in six engineering courses (eight sections). Surveys were conducted four times over the course of a 10-week quarter. Students with the highest grade point averages (GPAs) (2.88 mean; 4.00 mode) indicated ‘no change’ while students with lower GPAs (2.67 mean; 1.83 mode) indicated a ‘negative change’ in grade expectations by the end of the quarter, indicating that better performing students are better self-evaluators. Students reduced time-on-task 2–4 hours/week, especially early in the quarter. Students who changed their time-on-task during each survey had a GPA mode of 4.00, indicating that ‘master’ students readily adapt to course demands. This study shows that most students over-predict their grades and their level of commitment to a course and lose confidence in their abilities as the term progresses. It is suggested that instructors obtain student grade predictions and use them to provide timely and appropriate feedback. [ABSTRACT FROM PUBLISHER]

The aim of this study was to examine the facilitating effects of physical exercise on the reaction process. Eleven participants with specific expertise in decision-making sports performed a choice reaction time task during moderate sub-maximal exercise (90% of their ventilatory threshold power). Participants were tested at rest and while cycling. During exercise, the participants were faster, without being more variable. We suggest that the effect of exercise on cognitive performance was due to a major generalized improvement of the whole distribution of response time and, although the benefit effect was small, it was consistent throughout the entire range of reaction times. [ABSTRACT FROM AUTHOR]