ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book discusses the internal factors that influence the meaning of time for individual learners. It reviews the available evidence on the relationship between instruction and time, specifically engaged time or time-on-task. The book discusses on the research examining the time-achievement relationship. It also discusses the meaning of time in the context of classroom instruction and school learning. As in any area in which information is accumulating at a rapid rate, there exists a need for thoughtful consideration, integration, and synthesis of available information. The book discusses what is currently known about the way in which time is spent and used in schools, and begins with a general discussion of what the school day looks like in terms of time. It concludes with a discussion of the importance of teacher planning in the effective, productive use of available school time.
