Cross-National Educational Inequalities and Opportunities to Learn: Conflicting Views of Instructional Time

Autor/in	Long, Daniel A.
Titel	Cross-National Educational Inequalities and Opportunities to Learn: Conflicting Views of Instructional Time
Quelle	In: Educational Policy, 28 (2014) 3, S.351-392 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904812465108
Schlagwörter	Time Factors (Learning); Extended School Year; Extended School Day; Academic Achievement; Hierarchical Linear Modeling; Equal Education; Educational Change; Time on Task; Foreign Countries; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ganztagsunterricht; Schulleistung; Bildungsreform; Zeitaufwand; Ausland
Abstract	Educational reformers use international evidence to argue that increasing the number of days in school and the length of the school day will improve academic achievement. However, the international data used to support these claims (1999 Third International Math and Science Survey and 2000 Program for International Student Assessment) show no correlation between time in school and achievement. In this article, the author re-examines the effects of instructional time using improved measures of instructional time, a more extensive data set (2006 Program for International Student Assessment), and a more nuanced multilevel model. The author finds mixed evidence of a positive effect of subject-specific instructional time on achievement, controlling for socioeconomic status, school characteristics, and country-level traits. The author finds no effect of the length of the school year on academic achievement and that sample selection and the specific uses of time in school have a strong influence on conclusions about the effectiveness of instructional time. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10