Effect of increased instructional time on student achievement
Educational Review, cilt.71, sa.4, ss.501-517, 2019 (SSCI, Scopus)
- Yayın Türü: Makale / Derleme
- Cilt numarası: 71 Sayı: 4
- Basım Tarihi: 2019
- Doi Numarası: 10.1080/00131911.2018.1441808
- Dergi Adı: Educational Review
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.501-517
- Anahtar Kelimeler: student achievement, vacations, İncreased instructional time
- Yıldız Teknik Üniversitesi Adresli: Evet
Özet
Determining the number of hours and days students should spend in school per year to improve student achievement has been a central policy issue, influencing, for example, authorities’ attitudes toward disciplining pupil non-attendance and fining parents for the withdrawal of students for vacations. This paper is a review of research studies on the effect of amount of instructional time. It focuses on how the amount of time spent on core subjects (mathematics, science and reading/language arts) and number of instructional days in a school year relate to students’ academic achievement. Reviewed studies give difficult-to-interpret findings. While there is a broad association between allocated instructional time and achievement, as would be expected, there is evidence that there may be a ceiling effect of instructional time and that peer composition of classrooms may mediate the effect of additional instructional time.