Best Practices in Increasing Academic Learning Time

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A Comparison of iPads and Worksheets on Math Skills of High School Students with Emotional Disturbance (2012, methodology): “In terms of the variable of engagement, Andy’s average percentage of engagement for the worksheet condition was well below the minimal 80% level suggested by research (Gettinger & Seibert, 2002).”
Effects of a Learning Information System on Mathematics Achievement and Classroom Structure (2003, background): “levels of academic learning time and achievement (Gettinger, 1995).”
A Review and Analysis of Constructivism for School-Based Practice (2002, background): “School psychologists can be helpful by suggesting ways to enhance student effort based on their knowledge of evidence-based effective instructional strategies such as increasing student engaged time (Gettinger, 1995) and selecting tasks in which many students can experience success (Gettinger & Stoi”
Explicit Instruction: Historical and Contemporary Contexts (2017, background): “…explicit instruction and direct instruction components (e.g., clear presentations, dynamic models, frequent responding, guided practice with feedback) address basic prerequisites of learning such as academic learning time (Gettinger & Seibert, 2002) and opportunity to respond (Heward & Wood, 2013).”