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How special education teachers spend their time is largely unknown. Yet conceptually, “time” is one of the most tangible and salient variables of the effective instruction literature, Carroll's model of school learning and many economic models of performance measures. This currently unknown use of teacher time has clear and important implications for special education research and practice that include teacher quality, the professional roles of educator's, accountability and student achievement. 36 special education teachers representing 4 variations of instructional arrangements recorded 2200 hours of data in the spring of 2006. Special educators reported their time use via a web-based monitoring system while continuous and interval direct observation data were simultaneously collected. Data provide a snapshot view of teacher time use and reflect the percentages of a school day spent in academic instruction, non-academic instruction, instructional support, consultation/collaboration, assessment, planning/preparation, discipline, supervision, paperwork, and other responsibilities throughout the year.
Vannest et al. (Thu,) studied this question.
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