Time in School
A Conceptual Framework, Synthesis of the Causal Research, and Empirical Exploration
Datos Bibliográficos
| ID | 8221990 |
|---|---|
| Autores | Matthew A Kraft (0000-0002-3889-8413, Brown University, autor de correspondencia), Sarah Novicoff (0009-0007-4105-1962, Stanford University) |
| Año | 2024 |
| Volumen | 61 |
| Número | 4 |
| Páginas | 724-766 |
| Fecha de publicación | 2024-08-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | American Educational Research Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312241251857 |
| PMID | 40842848 |
| OpenAlex | W4399245901 |
| Idioma | EN |
| Citas recibidas | 13 |
| Referencias citadas | 106 |
We examine the fundamental and complex role that time plays in the learning process. We begin by developing a conceptual framework to elucidate the multiple obstacles schools face in converting total time in school into active learning time. We then synthesize the causal research and document a clear positive effect of additional time on student achievement typically of small to medium magnitude depending on dosage, use, and context. Further descriptive analyses reveal how large differences in the length of the school day and year across public schools are an underappreciated dimension of educational inequality in the United States. Finally, our case study of time loss in one urban district demonstrates the potential to substantially increase instructional time within existing constraints
Academic achievement · Conceptual change · Conceptual framework · Context (archaeology · Dimension (graph theory · Educational research · Face (sociological concept · Geography · Inequality · Mathematics education · Process (computing · Social science · Sociology · Computer Science · Early Childhood Education and Development · Mathematics · Parental Involvement in Education · Psychology · School Choice and Performance
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Time on task limits psychotherapy's role in reducing the societal burden of aggression
Participation in Tasks Outside the Classroom and the Educational Institution of Non-University Teachers in Spain
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Protecting instructional time
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Associations among elementary teachers’ burnout and their lesson length and classroom grouping in mathematics, science, and English language arts
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Assessing the effect of school days and absences on test score performance
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Are High-Quality Schools Enough to Increase Achievement Among the Poor? Evidence from the Harlem Children's Zone
Equality of Opportunity
The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes
Effects of Block vs. Traditional Scheduling on High School Science Success—Lessons from Biology Classes
High school start times and student achievement
Only a matter of time? The role of time in school on four-day school week achievement impacts
The effects of public high school subsidies on student test scores
A multi-state, student-level analysis of the effects of the four-day school week on student achievement and growth
School start time delays and high school educational outcomes
Does Lengthening the School Day Increase School Value-Added? Evidence from a Mid-Income Country
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Explosion of a Myth
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Do Differences in Schools’ Instruction Time Explain International Achievement Gaps? Evidence from Developed and Developing Countries
| Obras citantes distintas | 13 |
|---|---|
| Citas por año | 6,5 |
| Intervalo de citas | 2024 - 2026 (3) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 13 |