Department of Economics and Business Economics

Increasing instruction time in school does increase learning

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Standard

Increasing instruction time in school does increase learning. / Andersen, Simon Calmar; Humlum, Maria; Nandrup, Anne Brink.

In: Proceedings of the National Academy of Sciences of the United States of America, Vol. 113, No. 27, 2016, p. 7481-7484.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Harvard

Andersen, SC, Humlum, M & Nandrup, AB 2016, 'Increasing instruction time in school does increase learning', Proceedings of the National Academy of Sciences of the United States of America, vol. 113, no. 27, pp. 7481-7484. https://doi.org/10.1073/pnas.1516686113

APA

Andersen, S. C., Humlum, M., & Nandrup, A. B. (2016). Increasing instruction time in school does increase learning. Proceedings of the National Academy of Sciences of the United States of America, 113(27), 7481-7484. https://doi.org/10.1073/pnas.1516686113

CBE

Andersen SC, Humlum M, Nandrup AB. 2016. Increasing instruction time in school does increase learning. Proceedings of the National Academy of Sciences of the United States of America. 113(27):7481-7484. https://doi.org/10.1073/pnas.1516686113

MLA

Andersen, Simon Calmar, Maria Humlum and Anne Brink Nandrup. "Increasing instruction time in school does increase learning". Proceedings of the National Academy of Sciences of the United States of America. 2016, 113(27). 7481-7484. https://doi.org/10.1073/pnas.1516686113

Vancouver

Andersen SC, Humlum M, Nandrup AB. Increasing instruction time in school does increase learning. Proceedings of the National Academy of Sciences of the United States of America. 2016;113(27):7481-7484. https://doi.org/10.1073/pnas.1516686113

Author

Andersen, Simon Calmar ; Humlum, Maria ; Nandrup, Anne Brink. / Increasing instruction time in school does increase learning. In: Proceedings of the National Academy of Sciences of the United States of America. 2016 ; Vol. 113, No. 27. pp. 7481-7484.

Bibtex

@article{b490b97b5b9a44ad8d54a4246d144ee2,
title = "Increasing instruction time in school does increase learning",
abstract = "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.",
author = "Andersen, {Simon Calmar} and Maria Humlum and Nandrup, {Anne Brink}",
year = "2016",
doi = "10.1073/pnas.1516686113",
language = "English",
volume = "113",
pages = "7481--7484",
journal = "Proceedings of the National Academy of Sciences of the United States of America",
issn = "0027-8424",
publisher = "The National Academy of Sciences of the United States of America",
number = "27",

}

RIS

TY - JOUR

T1 - Increasing instruction time in school does increase learning

AU - Andersen, Simon Calmar

AU - Humlum, Maria

AU - Nandrup, Anne Brink

PY - 2016

Y1 - 2016

N2 - 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.

AB - 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.

U2 - 10.1073/pnas.1516686113

DO - 10.1073/pnas.1516686113

M3 - Journal article

C2 - 27325778

VL - 113

SP - 7481

EP - 7484

JO - Proceedings of the National Academy of Sciences of the United States of America

JF - Proceedings of the National Academy of Sciences of the United States of America

SN - 0027-8424

IS - 27

ER -