Abstract
This study focuses on extending daily core instructional time as a tool and catalyst to allow teachers to use more indirect instructional approaches in the classroom. The core relationship between extended class-period time and more indirect instructional practices could impact career and technical education, post-secondary education, and future employability skills. The study surveyed high school teachers by asking direct and specific questions about this core relationship. Linear regression was used for the data analysis. The results answer the following question: To what degree is there a relationship between extended class time and teacher-identified instructional approaches in the classroom? The results show significance due to the data regarding teacher-selected indirect instructional strategies used in the classroom in relationship to extend class period time.
Recommended Citation
Heidrich, Karl
(2024)
"Extended Class-period Time and its Relationship with Indirect Instructional Strategies in Secondary Schools,"
Ohio Journal of Teacher Education: Vol. 39:
No.
1, Article 8.
Available at:
https://www.exhibit.xavier.edu/ojte/vol39/iss1/8
