Cumulative Instructional Time and Student Achievement

Autor/inn/en	Mandel, Philipp; Süssmuth, Bernd; Sunder, Marco
Titel	Cumulative Instructional Time and Student Achievement
Quelle	In: Education Economics, 27 (2019) 1, S.20-34 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2018.1512559
Schlagwörter	Academic Achievement; Teaching Methods; Elementary School Students; Time on Task; Productivity; Longitudinal Studies; Foreign Countries; Achievement Tests; International Assessment; Time Management; Correlation; High School Students; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitaufwand; Produktivität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Zeitmanagement; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Deutschland
Abstract	This study uses a newly compiled data set of instructional time and student performance by subject across German federal states for student cohorts enrolled at the primary level in the 1990s and tested at the secondary level in the 2000s. It finds evidence for the school inputs-student achievement relationship, taking nonlinearity, cross-discipline and cross-academic progress effects into account, on the basis of regression models with state fixed effects. We find that high school ninth graders benefit from lifetime instructional time, in particular at the pre-secondary level. The results accommodate self-productivity, dynamic complementarity, and depreciation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01