Narrative accounts of classroom instruction suggest that external interruptions, such as intercom announcements and visits from staff, are a regular occurrence in U.S. public schools. We study the frequency, nature, duration, and consequences of external interruptions in the Providence Public School District (PPSD) using original data from a district-wide survey and classroom observations. We estimate that a typical classroom in the PPSD is interrupted more than 2,000 times per year and that these interruptions and the disruptions they cause result in the loss of between 10 and 20 days of instructional time. Several findings suggest that there exists substantial scope for reducing interruptions. Administrators appear to systematically underestimate the frequency and negative consequences of interruptions. Furthermore, interruptions vary widely across schools and are largely caused by school staff. Schools might reduce disruptions to the learning environment by creating a culture that prioritizes instructional time, instituting better communication protocols, and addressing the challenges posed by student tardiness.

课堂教学的叙述性说明表明，外部干扰，例如内部通话通知和工作人员的来访，在美国公立学校中经常发生。我们使用来自全区调查和课堂观察的原始数据研究普罗维登斯公立学区 (PPSD) 外部中断的频率、性质、持续时间和后果。我们估计 PPSD 中的一个典型教室每年被中断 2,000 多次，这些中断及其造成的中断会导致 10 到 20 天的教学时间损失。几项研究结果表明，存在减少中断的巨大空间。管理员似乎系统地低估了中断的频率和负面后果。此外，学校之间的中断差异很大，主要是由学校工作人员造成的。学校可以通过创造一种优先考虑教学时间的文化、制定更好的沟通协议以及解决学生迟到带来的挑战来减少对学习环境的干扰。