The More, the Better? The Impact of Instructional Time on Student Performance

Autor/inn/en	Cattaneo, Maria A.; Oggenfuss, Chantal; Wolter, Stefan C.
Titel	The More, the Better? The Impact of Instructional Time on Student Performance
Quelle	In: Education Economics, 25 (2017) 5, S.433-445 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2017.1315055
Schlagwörter	Performance Based Assessment; Time Factors (Learning); Time on Task; Scores; Instruction; Secondary School Students; Regression (Statistics); International Assessment; Cohort Analysis; Robustness (Statistics); Achievement Gains; Correlation; Foreign Countries; Achievement Tests; Switzerland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Leistungsermittlung; Zeitaufwand; Teaching process; Unterrichtsprozess; Sekundarschüler; Regression; Regressionsanalyse; Kohortenanalyse; Widerstandsfähigkeit; Achievement gain; Leistungssteigerung; Korrelation; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schweiz
Abstract	Building on earlier work that explored within-student variation in hours of instruction across school subjects, we investigate the impact of instruction time on student test scores in Switzerland, as measured by the PISA 2009 test. Our results confirm the results of previous studies of a positive effect of instruction time on student performance. Moreover, we find considerable heterogeneity in the effectiveness of instructional time across ability-related tracks, with the more able students benefitting more. Additional instruction time increases the within-school variance of subject-specific test scores, indicating an increase in educational inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01