1. 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. 2 Introduction Using Situative Perspective to analyze the effects of school and home environments on developing effective time management skills for students’ transition into middle schools

3. 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 management skills is a difficult but essential skill for them to master. Concept : Time Management

4. 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. 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 managers:  school  home  peer group

6. 6 Design Principals, cnt’d S4: “Curricula must provide opportunities to learn practices of formulating and solving realistic problems.”  In what way are the time management skills learned in class transferable to students’ everyday lives?  Will the time management skills learned in class benefit students in the future?

7. 7 Proposed Study Participants 40 Sixth Graders, San Francisco  20 highest scorers on time management measure  20 lowest scorers on time management measure Data collection  Student Report Forms  Teacher Report Forms  Parents Report Forms  Behavior Observation ( videotape )

8. 8 Proposed Study, cnt’d Procedure and Timeline  September : determine time frame and choose appropriate assignment  December : screen students time management measure  January : 1. 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 2. videotape classroom activities - collect assignment materials

9. 9 Proposed Study, cnt’d Data Analysis  Students ’ knowledge of and use of time management skills (Student Report Form, Teacher Report Form, Parent Report Form)  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. 10 Prospective Design Solution After-school program Individualized program Using students’ curricula

11. 11 Conclusion From a situative view, the most favorable environments 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 provide in-class opportunities for applying these skills to real-world circumstances that are familiar to the students. Parents would scaffold their children’s learning of these skills by assisting them in developing schedules and plans for completing large assignments

12. 12 Thank you!!