Instruction time and student achievement: The moderating role of teacher qualifications

Wedel, Katharina

doi:10.1016/j.econedurev.2021.102183

Cited by 17 publications

(16 citation statements)

References 66 publications

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“…In line with theoretical predictions within the framework of the education production function (for details, see, e.g., Hanushek, 2020), most studies evaluating the impact of such negative shocks to the amount of in-school instruction found detrimental effects on academic achievement (e.g., Marcotte and Hemelt, 2008;Jaume and Willén, 2019;Kuhfeld et al, 2020;Meyers and Thomasson, 2021;Thompson, 2021). 1 A similar conclusion arises from complementary research that relied on within-student variation in the number of instructional hours across subjects or grades (e.g., Lavy, 2015;Rivkin and Schiman, 2015;Wedel, 2021). Although thanks to technological advances, standard in-person classes can currently be largely substituted by remote instruction, their effectiveness has been often questioned (e.g., Huebener et al, 2020;Bacher-Hicks et al, 2021;Jack et al, 2022).…”

Section: Introductionmentioning

confidence: 74%

Lifetime Consequences of Lost Instructional Time in the Classroom: Evidence from Shortened School Years

Cygan-Rehm

2022

SSRN Journal

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Section: Introductionmentioning

confidence: 74%

Lifetime Consequences of Lost Instructional Time in the Classroom: Evidence from Shortened School Years

Cygan-Rehm

2022

SSRN Journal

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“…Offering more lessons is one approach to make up for the time lost to timewasters. Wedel (2021) claims that one of the simplest strategies to raise students' academic achievement is to extend instruction time. Conducting additional lessons outside of the regular allotted school time is a typical approach to extend the amount of instruction time.…”

Section: Increasing Instruction Timementioning

confidence: 99%

“…In essence, this implies that any time lost during contact time bears negative results on the overall completion of work schedule and ultimately affects the general performance of learners. Apparently, some researcherss unanimously agree that there is a direct and positive relationship between the optimal use of instruction time and the academic performance of learners (Cattaneo et al, 2017;Fisher & Berliner, 1985;Wedel, 2021). School principals, as instructional leaders, should know that any instruction time lost is very unlikely to either be reclaimed or replaced (Bush, 2013).…”

Section: Introductionmentioning

confidence: 99%

Challenges Encountered by School Principals and Teachers that Impede the Optimal Use of Instruction Time in South African Schools

DONGO¹,

Mahlangu

2022

International E-Journal of Educational Studies

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The purpose of this article is to investigate the challenges encountered by school principals and teachers in South African schools in ensuring that instructional time is optimally used during contact time. Challenges that impede the optimal use of instruction time are extensively investigated as they are encountered daily by school principals and teachers. This article therefore sought to understand the impact of these challenges on the smoothing flowing and delivery knowledge during teaching and learning activities. In this article, data was collected through semi-structured interviews and document analysis. School principals and post level 1 teachers were individually interviewed with the intension to investigate and understand what challenges do they encounter during contact time in regard to the optimal use of instruction time. All interviews were then transcribed, coded and themes developed. School principals and teachers from township schools encounter similar challenges with their counterparts in former Model C schools. However, if all school principals work hand in gloves with teachers and other stakeholders, then a number of challenges encountered they encounter will be minimised resulting in improved learners’ academic performance. Some participating teachers could have some reservations to speak openly particularly if the challenges were as a result of some weaknesses pertaining to how their school principals manage instruction time. As subordinates, teachers could try to protect their school principals in fear of being victimised regardless of being assured of their names’ anonymity and confidentiality of the information shared. This article’s finding and recommendations thereof may be used by the school principals, teachers and the Department of Basic Education as source of information in identifying the timewasters that impedes the optimal use of instruction time and the strategies that can be employed in order to minimise or eradicate them. Based on this study, school principals and teachers can revisit the way they deal with such challenges with the aim to improve the effective use of instructional time. This article provides both theoretical and empirical contribution to the existing literature on the challenges encountered by school principals and teachers pertaining the optimal utilisation of instruction time. In addition, it also highlights some recommendations that give advice to school principals and teachers on how they can minimise or eradicate these challenges for the betterment of learners’ academic performance.

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“…In general, teachers have an essential role in providing quality education. Many studies highlight that teacher quality is a determinant of the effectiveness of instruction in schools, ultimately affecting student achievement (Bourgonje and Tromp, 2011;Bakar, 2018;Mahfud et al, 2019a;Suyitno et al, 2019;Kholifah et al, 2020;Madigan and Kim, 2021;Wedel, 2021). In vocational education, teachers play a role in preparing skilled workers according to their fields of expertise.…”

Section: Introductionmentioning

confidence: 99%

Industrial Apprenticeship Model Based on Work-Based Learning for Pre-service Teachers in Automotive Engineering

et al. 2022

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The low vocational competence of vocational teachers has become an essential issue in the last few decades. This problem is due to the lack of actual work experience in the industry for vocational teachers. One of the vocational skills improvement programs that are considered adequate is the industrial apprenticeship program. Many studies discuss apprenticeships, but there are still limited studies that examine effective apprenticeship programs to improve the competence of pre-service teachers at automotive engineering Vocational High Schools. Therefore, this study aims to determine the development of a Work-Based Learning (WBL)-based industrial apprenticeship model and its effectiveness to improve the competence of pre-service teachers at Vocational High Schools in the field of automotive engineering. This study uses an Education Research and Development (R&D) approach and involves two campuses in Central Java-Indonesia. There were 20 pre-service vocational teachers and three industry parties involved in the preliminary study. The preliminary study aims to obtain information about the problems and needs of the apprenticeship model. Furthermore, there were 60 pre-service vocational teachers and 12 industry parties involved in a follow-up study to test the effectiveness of the apprenticeship model. The sampling technique used is purposive sampling. The study results revealed that the WBL-based industrial apprenticeship model for pre-service vocational teachers in the automotive engineering field was considered feasible. In addition, the implementation of a WBL-based industrial apprenticeship can improve the competence of pre-service automotive engineering teachers, which includes knowledge, attitudes, and skills in the field of automotive engineering. The results of this study have implications for vocational education practitioners, especially higher education that organizes teacher education programs, to apply this apprenticeship model in preparing pre-service vocational teachers. This is because the WBL-based industrial apprenticeship model for pre-service vocational teachers plays a vital role in improving vocational skills for pre-service vocational teachers.

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Instruction time and student achievement: The moderating role of teacher qualifications

Cited by 17 publications

References 66 publications

Lifetime Consequences of Lost Instructional Time in the Classroom: Evidence from Shortened School Years

Lifetime Consequences of Lost Instructional Time in the Classroom: Evidence from Shortened School Years

Challenges Encountered by School Principals and Teachers that Impede the Optimal Use of Instruction Time in South African Schools

Industrial Apprenticeship Model Based on Work-Based Learning for Pre-service Teachers in Automotive Engineering

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