The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes: Findings from a Meta-Analytic Review. REL 2014-015

Autor/inn/en	Kidron, Yael; Lindsay, Jim
Institution	Regional Educational Laboratory Appalachia (ED)
Titel	The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes: Findings from a Meta-Analytic Review. REL 2014-015
Quelle	(2014), (68 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Time Factors (Learning); Time on Task; Meta Analysis; Standards; Evidence; Student Needs; Academic Achievement; Mathematics Achievement; Reading Achievement; Reading Improvement; Outcomes of Education; Teacher Certification; Teacher Qualifications; Teaching Styles; Low Achievement; Interpersonal Competence; Emotional Intelligence; Attention Deficit Hyperactivity Disorder; Research Methodology; Program Descriptions; Program Implementation; Elementary School Students; Middle School Students; High School Students; After School Programs; Urban Schools; Rural Schools; Suburban Schools; Comparative Analysis; At Risk Students; Student Motivation; Statistical Significance; Reliability; Validity; Effect Size; Program Effectiveness + Suchen Sie Ihr Suchwort? Zeitaufwand; Meta-analysis; Metaanalyse; Standard; Evidenz; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Lernleistung; Schulerfolg; Lehrqualifikation; Lehrstil; Unterrichtsstil; Unterdurchschnittliche Leistung; Interpersonale Kompetenz; Emotionale Intelligenz; Research method; Forschungsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Schulische Motivation; Reliabilität; Gültigkeit
Abstract	REL Appalachia conducted a systematic review of the research evidence on the effects of increased learning time. After screening more than 7,000 studies, REL Appalachia identified 30 that met the most rigorous standards for research. A review of those 30 studies found that increased learning time does not always produce positive results. However, some forms of instruction tailored to the needs of specific types of students were found to improve their circumstances. Specific findings include: (1) Increased learning time promoted student achievement in mathematics and literacy when instruction was led by a certified teacher and when teachers used a traditional instructional style (i.e., the teacher is responsible for the progression of activities and students follow directions to complete tasks); (2) Increased learning time improved literacy outcomes for students performing below standards; and (3) Increased learning time improved social-emotional skills of students with attention deficit/hyperactivity disorder. Four appendices present: (1) Research methodology; (2) Program descriptions of the 30 reviewed studies; (3) Program implementation in the reviewed studies; and (4) Narrative summaries of the increased learning time programs evaluated in the studies reviewed. [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Appalachia administered by CNA.] (As Provided).
Anmerkungen	Regional Educational Laboratory Appalachia. Available from: CNA Corporation. 4825 Mark Center Drive, Alexandria, VA 22311. Tel: 703-824-2828; e-mail: RELAppalachia@cna.org; Web site: http://www.relappalachia.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10