Prompted at least in part by continuing expectations of enhanced student performance and greater professional accountability, schools and school districts are demonstrating increased awareness of the need to optimize the use of allotted instructional time. This study investigated the nature and extent of interruptions to teaching and learning sessions originating beyond the physical boundaries of the classroom. Both survey questionnaires and non-participant observation strategies were used to determine the sources and frequencies of externally-imposed classroom interruptions at a dozen schools in three rural school districts in Western Canada. The results indicate that estimates of class intrusions may be underestimated and more concerted efforts may be necessary to address the problem.
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