ERIC Number: EJ1435122
Record Type: Journal
Publication Date: 2024-Aug
Pages: 43
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: EISSN-1935-1011
Time in School: A Conceptual Framework, Synthesis of the Causal Research, and Empirical Exploration
American Educational Research Journal, v61 n4 p724-766 2024
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.
Descriptors: Elementary Schools, Middle Schools, High Schools, Time Factors (Learning), Time on Task, Academic Achievement, Comparative Testing, Learning Processes, Equal Education, Extended School Day, Extended School Year
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: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Rhode Island
Grant or Contract Numbers: N/A