Literaturnachweis - Detailanzeige
| Autor/inn/en | Benavot, Aaron; Gad, Limor |
|---|---|
| Titel | Actual Instructional Time in African Primary Schools: Factors that Reduce School Quality in Developing Countries |
| Quelle | In: Prospects: Quarterly Review of Comparative Education, 34 (2004) 3, S.291-310 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-1538 |
| DOI | 10.1007/s11125-004-5309-7 |
| Schlagwörter | Researchers; Academic Achievement; Foreign Countries; Educational Quality; Time Factors (Learning); Learning Processes; Socioeconomic Influences; Developing Nations; Elementary Schools; Time on Task; Africa |
| Abstract | Educational theorists and researchers have long considered time a key component of individual learning. Caroll, in his classic model of school-based learning, conceptualized achievement as an outcome of two time variables: first, the amount of time a learner is engaged in learning; and second, an individual's learning rate. Caroll's ideas generated a wave of research on instructional time and learning. Many studies focused on issues of classroom dynamics and teaching efficiency; others were preoccupied with establishing statistical associations between time variables and pupil achievement. Overall, evidence from various studies suggests that there is a positive--and fairly consistent--association between instructional time and pupil achievement. Researchers disagree over the magnitude of this relationship, the relative importance of various intervening factors, and the nature of the socio-economic contexts in which the relationship is more or less salient. In this article, the authors assess the implications of these issues in the educational settings of the least-developed countries (LDCs), and briefly discuss key distinctions with respect to instructional time. (Contains 15 notes.) (ERIC). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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