Does Increasing Hours of Schooling Lead to Improvements in Student Learning? Policy Brief No. 1

Autor/inn/en	Sandoval-Hernandez, Andres; Aghakasiri, Parisa; Wild, Justin; Rutkowski, David
Institution	International Association for the Evaluation of Educational Achievement; Indiana Univ., Bloomington. School of Education.
Titel	Does Increasing Hours of Schooling Lead to Improvements in Student Learning? Policy Brief No. 1
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2215-0196
Schlagwörter	Educational Improvement; Educational Practices; Educational Policy; Policy Analysis; Extended School Day; Academic Achievement; Time Factors (Learning); Time on Task; Reading Achievement; Classroom Environment; Instructional Effectiveness; Correlation; Grade 4; International Studies; Comparative Analysis; Comparative Education + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Politics of education; Bildungspolitik; Politikfeldanalyse; Ganztagsunterricht; Schulleistung; Zeitaufwand; Leseleistung; Klassenklima; Unterrichtsklima; Unterrichtserfolg; Korrelation; School year 04; 4. Schuljahr; Schuljahr 04; Internationaler Studiengang; Vergleichende Erziehungswissenschaft
Abstract	Increasing the number of hours students spend in school each year, on the assumption that this will improve student achievement, has become a widespread trend. However, the analysis reported here suggests that this trend can be misguided: the time students spend in the classroom is not always positively related to their academic achievement. Instead, it is effective teaching time that is most likely to have a positive impact on student achievement. As such, policies influencing how time at school is allocated can be a good way to improve educational outcomes. Included in this policy brief are answers to the questions: (1) Is increasing the amount of time children spend in the classroom an effective way of improving their academic achievement? and (2) In regard to other factors that might help improve student achievement, does the amount of effective teaching time (i.e., time devoted to purely teaching-related tasks) have a positive effect on student achievement? (ERIC).
Anmerkungen	International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01