The Impact of Common Planning Time on Middle Grades Students and Teachers

In common planning time (CPT), middle school educators have an opportunity to share their experience and expertise during a designated period. Common planning time is especially beneficial in the collaborative process in which special and general educators can address the needs of students with exceptionalities. This column provides an outline on the possible implementation and the virtual experience of CPT and also offers information on how special education topics can be incorporated within CPT.

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Using Common Planning Time to Foster Professional Learning

Middle School Journal ◽

10.1080/00940771.2013.11461877 ◽

2013 ◽

Vol 45 (1) ◽

pp. 12-17 ◽

Cited By ~ 1

Author(s):

Robin Dever ◽

Martha J. Lash

Keyword(s):

Professional Learning ◽

Common Planning Time ◽

Planning Time ◽

Common Planning

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The impact of pre-task planning on speaking test performance for English-medium university admission

Language Testing ◽

10.1177/0265532219826604 ◽

2019 ◽

Vol 36 (4) ◽

pp. 505-526 ◽

Cited By ~ 3

Author(s):

Stefan O’Grady

Keyword(s):

Second Language ◽

Test Performance ◽

English Language ◽

Rating Scale ◽

Statistical Significance ◽

Task Type ◽

Task Planning ◽

Planning Time ◽

University Admission ◽

The Impact

This study investigated the impact of different lengths of pre-task planning time on performance in a test of second language speaking ability for university admission. In the study, 47 Turkish-speaking learners of English took a test of English language speaking ability. The participants were divided into two groups according to their language proficiency, which was estimated through a paper-based English placement test. They each completed four monologue tasks: two picture-based narrative tasks and two description tasks. In a balanced design, each test taker was allowed a different length of planning time before responding to each of the four tasks. The four planning conditions were 30 seconds, 1 minute, 5 minutes, and 10 minutes. Trained raters awarded scores to the test takers using an analytic rating scale and a context-specific, binary-choice rating scale, designed specifically for the study. The results of the rater scores were analysed by using a multifaceted Rasch measurement. The impact of pre-task planning on test scores was found to be influenced by four variables: the rating scale; the task type that test takers completed; the length of planning time provided; and the test takers’ levels of proficiency in the second language. Increases in scores were larger on the picture-based narrative tasks than on the two description tasks. The results also revealed a relationship between proficiency and pre-task planning, whereby statistical significance was only reached for the increases in the scores of the lowest-level test takers. Regarding the amount of planning time, the 5-minute planning condition led to the largest overall increases in scores. The research findings offer contributions to the study of pre-task planning and will be of particular interest to institutions seeking to assess the speaking ability of prospective students in English-medium educational environments.

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Influence of Planning in Oral Teaching Methods

International Journal of Higher Education ◽

10.5430/ijhe.v8n7p56 ◽

2019 ◽

Vol 8 (7) ◽

pp. 56

Author(s):

Elena Vladimirovna Litvinenko ◽

Liliia Saimovna Sirazova ◽

Jamil Eftim Toptsi

Keyword(s):

Teaching Methods ◽

Visual Information ◽

Planning Process ◽

Qualitative Content Analysis ◽

Strong Impact ◽

Planning Time ◽

Research Article ◽

The Impact ◽

Positive Effect ◽

Oral Teaching

The mixed methods study presented in this paper investigates the influence of planning in oral teaching methods.. This research article presented examines the impact of planned and unplanned conditions on three different variables in the context of oral teaching methods: fluency, vocabulary complexity, and accuracy. As a research tool two narrative tasks were used which required the participant construct linguistic forms based on visual information, requiring the use of the participant’s imagination. With the help of qualitative content analysis, the most common ‘pattern-finding’ moves were described from the collected data in detail. In order to compare data from unplanned and planned conditions, three analyses were conducted with the help of three software tools: D-tool, P-lex, and Coh-Metrix. The results showed that pre-task planning time had a positive effect on lexical sophistication and accuracy. However, fluency under unplanned conditions was greater than under planned conditions, suggesting that the planning process does not produce a strong impact on fluency. According to most of the participants, they paid close attention to the logical order of the pictures, organization of ideas, and the coherence of their utterance while using their individual planning time.

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Graph Abstraction in Real-time Heuristic Search

Journal of Artificial Intelligence Research ◽

10.1613/jair.2293 ◽

2007 ◽

Vol 30 ◽

pp. 51-100 ◽

Cited By ~ 23

Author(s):

V. Bulitko ◽

N. Sturtevant ◽

J. Lu ◽

T. Yau

Keyword(s):

Real Time ◽

Heuristic Search ◽

Search Space ◽

Problem Size ◽

Heuristic Function ◽

Planning Time ◽

Learning Speed ◽

Heuristic Search Methods ◽

State Abstraction ◽

The Impact

Real-time heuristic search methods are used by situated agents in applications that require the amount of planning per move to be independent of the problem size. Such agents plan only a few actions at a time in a local search space and avoid getting trapped in local minima by improving their heuristic function over time. We extend a wide class of real-time search algorithms with automatically-built state abstraction and prove completeness and convergence of the resulting family of algorithms. We then analyze the impact of abstraction in an extensive empirical study in real-time pathfinding. Abstraction is found to improve efficiency by providing better trading offs between planning time, learning speed and other negatively correlated performance measures.

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Evaluating the Impact of Curriculum-Integrated Engineering Design Modules in Middle Grades Classrooms

10.18260/p.24028 ◽

2015 ◽

Author(s):

Jessica Harlan ◽

James Van Haneghan ◽

Melissa Dean ◽

Susan Pruet

Keyword(s):

Engineering Design ◽

Middle Grades ◽

The Impact

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Co-Teaching: A Simple Solution That Isn't Simple After All

Journal of Curriculum and Instruction ◽

10.3776/joci.2008.v2i2p9-19 ◽

2008 ◽

pp. 9-19

Author(s):

Marilyn Friend

Keyword(s):

General Education ◽

Students With Disabilities ◽

Administrative Support ◽

Special Education Teacher ◽

Common Planning Time ◽

Education Teacher ◽

General Education Teacher ◽

Professional Educators ◽

Common Planning ◽

The Many

Among the many programs that professional educators are developing to better help their increasingly diverse students reach their potential, co-teaching is emerging as an innovative and potentially effective approach. As a way to ensure that students with disabilities or other special needs have access to the same curriculum as other students and the opportunity to succeed in the general education setting, co-teaching occurs when two professionals, typically a general education teacher and a special education teacher or another specialist, partner in delivering instruction. Although the research base on co-teaching is still emerging, it suggests that co-teaching is far more complex to effectively implement than it might seem at first consideration. Challenges to co-teaching that have been identified and must be addressed include: arranging time for co-planning, building positive working relationships between co-teaching partners, clarifying roles and responsibilities, and ensuring administrative support. When creative strategies for arranging common planning time, building understanding and collaboration between co-teachers, planning and delivering instruction, and enlisting principal and other administrative supports are implemented, the potential of co-teaching for improving student outcomes is significant.

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Determinants of Marathoners’ event expenditures: an in-depth exploration of past experience

Journal of Hospitality and Tourism Insights ◽

10.1108/jhti-09-2018-0062 ◽

2019 ◽

Vol 2 (2) ◽

pp. 110-120 ◽

Cited By ~ 1

Author(s):

Kwangsoo Park ◽

Jeong-Yeol Park ◽

Robin M. Back

Keyword(s):

Negative Influence ◽

Total Expenditure ◽

Related Factors ◽

Planning Time ◽

Content Type ◽

Food And Beverage ◽

Past Experiences ◽

The Impact ◽

First Time ◽

Repeat Visits

Purpose The purpose of this paper is to explore the determinants of Marathon event spending by estimated expenditure models. Design/methodology/approach This study analyzes the impact of socio-demographic and travel-context factors on aggregated and disaggregated expenditures by event visitors who participated in the Fargo Marathon in Fargo, North Dakota. Findings The results indicate that event satisfaction does not have an influence on any types of expenditure. As the planning time increases, however, there is a positive effect on total expenditure. First-time visitors are shown to spend more money, especially on food and beverage, lodging and total expenditure. Conversely, the number of past experiences of the event had a negative influence on these expenditure types. Originality/value In addition to travel-related factors and socio-demographic variables, researchers had not examined the influence of repeat visits on travelers’ spending. The originality of this study lies in revealing that repeat visits decrease spending in specific categories, especially in the case of a Marathon event.

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