Student Learning Time: A Literature Review. OECD Education Working Papers, No. 127

Autor/inn/en	Gromada, Anna; Shewbridge, Claire
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Student Learning Time: A Literature Review. OECD Education Working Papers, No. 127
Quelle	(2016), (67 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1993-9019
DOI	10.1787/5jm409kqqkjh-en
Schlagwörter	Foreign Countries; Time Factors (Learning); Time Management; Resource Allocation; Educational Resources; Age Differences; Student Characteristics; Costs; School Schedules; Educational Policy; Stakeholders; Extended School Day; Extended School Year; Cost Effectiveness; Academic Achievement; Learner Engagement; Models + Suchen Sie Ihr Suchwort? Ausland; Zeitmanagement; Ressourcenallokation; Bildungsmittel; Age; Difference; Age difference; Altersunterschied; Cost; Kosten; Schulzeiteinteilung; Politics of education; Bildungspolitik; Ganztagsunterricht; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Schulleistung; Analogiemodell
Abstract	This paper examines student learning time as a key educational resource. It presents an overview of how different OECD countries allocate instruction time. It also develops a model to understand the effective use of allocated instruction time and examines how different OECD countries compare on this. The paper confirms the value of sufficient instruction time as a key educational resource, but the key conclusion is that what matters the most is the way in which allocated time is used. Student learning time and academic achievement seem to have complex and curvilinear relationship with diminishing returns to scale. The paper also cautions that there should be realistic expectations on how effectively students can learn throughout the school day and year. Accordingly, it suggests that instruction could be organised to better optimise times when students are better able to concentrate. Evidence on lost instruction time in different OECD countries points to areas of potential increased effectiveness within existing time allocations, for example by improving classroom management and matching instruction to better meet students' learning needs. Tables and figures are included in an annex. (As Provided).
Anmerkungen	OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01