Time Management Skills For Students in Transition a design study proposal with situative approach

1
Time Management Skills For Students in
Transition ----- a design study proposal
with situative approach

• Maryanna Rogers
• Deepak Kumar
• Halsted Larsson
• Huiping Liao
• October 12, 2005

2
Introduction

• Using Situative Perceptive to analysis the
  affects of school and home environments on
  developing effective time manage skills for
  students transition into middle schools

3
Learning Problem

• Learner Students transition into middle school
• Learning Problem
• Students often have trouble balancing school
  responsibilities with their demanding
  extracurricular and social schedules. Effective
  time manage skills is a difficult -- but
  essential -- skill for them to master.
• Concept Time Management

4
Goal of Study

• Determine how sixth grade students' environments
  at school and at home affect their learning of
  time management skills and their knowledge of
  themselves as learners and capable time managers

5
Design Principals

• S2 Learning environments can be organized to
  support the development of students' personal
  identities as capable and confident learners and
  knowers
• Environment affects how students see themselves
  as time manager
• school
• home
• peer group

6
Design Principal continued

• S4 Curricula must provide opportunities to
  learn practices of formulating and solving
  realistic problems.
• In what way are the time manage skills learned in
  class transferable to students everyday lives?
• Will the time management skills learned in class
  benefit students in the future?

7
Proposed Study

• Participants
• 40 Sixth Graders, San Francisco
• 20 highest scorers on time manage measure
• 20 lowest scorers on time manage measure
• Data collection
• Student Report Forms
• Teacher Report Forms,
• Parents Report Forms,
• Behavior Observation ( videotape )

8
Proposed Study Continued

• Procedure and Timeline
• September determine time frame and choose
  appropriate assignment
• December screen students time manage measure
• January
• assess time management skills and self-efficacy
  at time points 1 (pre-test), 2 (end of week 1), 3
  (end of week 2), 4 (end of week 3/ post-test)
  using SRFs, TRFs, PRFs and interviews
• - videotape classroom activities - collect
  assignment materials
• videotape classroom activities - collect
  assignment materials

9
Proposed Study Continued

• Data Analysis
• Students?knowledge of and use of time management
  skills (Student Report Form SRF, Teacher Report
  Form TRF, Parent Report Form PRF)
• Students?perceived efficacy in time management
  skills (SRF, TRF, PRF)
• Family demographics (PRF)
• Students?study habits at school and at home (SRF,
  TRF, PRF)
• Home environment (SRF, PRF)
• Classroom environment and curricula (TRF, class
  materials, Video Observations)

10
Prospective Design Solution

• After-school program
• Individualized program
• Using students curricula

11
Conclusion

• From a situative view, the most
  favorableenvironments for developing time
  management skills would be ones in which time
  management skills are implemented.  
• The teacher would exhibit time management skills
  in his/her assignments and curricula and
  providein-class opportunities for applying these
  skills to real-world circumstances that are
  familiar to the students.  
• Parents would scaffold their childrens learning
  of these skills by assisting them in developing
  schedules and plans for completing large
  assignments

12
Any Questions?