Instructional Time and National Achievement: Cross-National Evidence

Baker, David P.; Fabrega, Rodrigo; Galindo, Claudia; Mishook, Jacob

doi:10.1007/s11125-004-5310-1

Cited by 61 publications

(53 citation statements)

References 17 publications

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“…Analysis of PISA 2009 results showed that a moderate amount of time in regular lessons had the most positive association with performance (OECD, 2011). Baker, Fabrega and Galindo (2004) analysed cross-sectional international data to compare the relationship between instruction time and student performance (as measured in OECD's PISA and IEA's TIMSS) in almost 40 countries and found no significant relationship. Instruction time in mathematics explained 2.2% of variance in mathematics performance and in most countries there was no relationship, even after accounting for differences in students' home educational resources.…”

Section: Effectiveness Of Marginal Changes In the Amount Of Allocatedmentioning

confidence: 99%

Student Learning Time

2016

OECD Education Working Papers

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This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. 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. -------------------------------------------------------------------------www.oecd.org/edu/workingpapers -------------------------------------------------------------------------- RÉSUMÉCe rapport étudie le temps d'apprentissage des élèves en tant que ressource éducative principale et donne un aperçu de la façon dont les différents pays membres de l'OCDE répartissent leur temps d'instruction. Il propose de plus un modèle qui facilite la compréhension d'une utilisation efficace du temps d'instruction alloué et compare cette utilisation dans les différents pays membres de l'OCDE. Cette revue de la littérature confirme l'utilité d'avoir suffisamment de temps d'instruction en tant que ressource éducative principale, même si elle met davantage l'accent sur l'utilisation faite du temps alloué. Le rapport entre temps d'apprentissage des élèves et réussite scolaire paraît complexe et curviligne avec des rendements d'échelle décroissants. Cette revue encourage des attentes réalistes concernant le degré d'efficacité d'apprentissage des élèves au fil de la journée et ...

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Section: Effectiveness Of Marginal Changes In the Amount Of Allocatedmentioning

confidence: 99%

Student Learning Time

2016

OECD Education Working Papers

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“…Previous research has examined a broad range of aspects of teaching that may lead to this success, ranging from the relatively large amount of time spent on academic activities during and after school hours [3,4] "What the numbers say," 1998), to teaching practices such as whole group instruction with limited rote drills and an emphasis on self-discipline [5][6][7][8]. Interestingly, however, observations of classrooms in high performing countries found that no single teaching practice was common across all of the countries (National Center for Educational Statistics (NCES), 2003), suggesting that factors other than practices may be behind this success.…”

Section: Introductionmentioning

confidence: 99%

Taiwanese Preschool and Elementary Teachers Beliefs about Discipline, Students, and Teaching Practices

Sb¹,

Scharphorn²,

Yji³

et al. 2015

Int J Sch Cog Psychol

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East Asian children are among the top academically performing students in the world (OECD, 2010), yet research examining teaching that leads to this success has just begun to identify beliefs. The present study investigated Taiwanese teachers' beliefs about discipline, students, and teaching practices in preschool (N=98) and elementary school (N=251). Results indicated two-three dominant viewpoints on each topic within each sample and emphasized beliefs about the importance of controlling behaviors, caring about students, and role modeling. In most cases, teachers' background and classroom characteristics did not relate to beliefs. We discuss findings within and between samples, as well as implications.

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“…Therefore, holding lower expectations on TVE for some students can perpetuate lower academic performance and inhibit students' success. Thus, the duration of training of TVE programmes, combined with the lower formal qualifications typically required by Ministries of Higher Education, (Baker, Fabrega, Galindo, & Mishook, 2004) as compared to other academic subject perpetuates the low status students place on TVE. Students do not take TVE seriously and they label such students as low achievers and as a result, students shun TVE in universities (Kolbe, Partridge & O'Reilly, 2011).…”

Section: Introductionmentioning

confidence: 99%