Instruction time, classroom quality, and academic achievement

It seems likely the magnitude of any causal link between achievement and instruction time depends upon the quality of instruction, the classroom environment and the rate that students translate classroom time into added knowledge. In this article, we use panel data methods to investigate instruction...

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Published in:The Economic journal (London) 2015-11, Vol.125 (588), p.F425-F448
Main Authors: Rivkin, Steven G, Schiman, Jeffrey C
Format: Article
Language:English
Subjects:
Academic achievement
Bildungsniveau
Classroom management
Classrooms
Dienstleistung
Educational evaluation
FEATURE: TIME IN EDUCATION
Pedagogy
Quality of education
Qualität
Schätzung
Studies
Teaching
Unterricht
Welt
Zeit
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Schiman, Jeffrey C
description It seems likely the magnitude of any causal link between achievement and instruction time depends upon the quality of instruction, the classroom environment and the rate that students translate classroom time into added knowledge. In this article, we use panel data methods to investigate instruction time effects in the 2009 Programme for International Student Assessment data. The empirical analysis shows that achievement increases with instruction time and that the increase varies by both the amount of time and the classroom environment. The results indicate that school circumstances are important determinants of the benefits and desirability of increased instruction time.
doi_str_mv 10.1111/ecoj.12315
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source EconLit s plnými texty; International Bibliography of the Social Sciences (IBSS); Business Source Ultimate【Trial: -2024/12/31】【Remote access available】; JSTOR Archival Journals and Primary Sources Collection; Oxford Journals Online
subjects Academic achievement
Bildungsniveau
Classroom management
Classrooms
Dienstleistung
Educational evaluation
FEATURE: TIME IN EDUCATION
Pedagogy
Quality of education
Qualität
Schätzung
Studies
Teaching
Unterricht
Welt
Zeit
title Instruction time, classroom quality, and academic achievement
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