Increasing instruction time in school does increase learning

Publikation: Forskning - peer reviewTidsskriftartikel

Increasing instruction time in school is a central element in the attempts of many governments to improve student learning, but prior research—mainly based on observational data—disputes the effect of this approach and points out the potential negative effects on student behavior. Based on a large-scale, cluster-randomized trial, we find that increasing instruction time increases student learning and that a general increase in instruction time is at least as efficient as an expert-developed, detailed teaching program that increases instruction with the same amount of time. These findings support the value of increased instruction time.

OriginalsprogEngelsk
TidsskriftProceedings of the National Academy of Sciences of The United States of America
Vol/bind113
Tidsskriftsnummer27
Sider (fra-til)7481-7484
Antal sider4
ISSN0027-8424
DOI
StatusUdgivet - 2016

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