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859749864 |
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|a Effectiveness of time investments in education :
|b insights from a review and meta-analysis /
|c Jaap Scheerens, editor ; with contributions from Jaap Scheerens [and others].
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|a Cham ;
|a New York :
|b Springer,
|c [2014]
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|c ©2014.
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| 300 |
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|a 1 online resource (vii, 157 pages) :
|b illustrations.
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|a text
|b txt
|2 rdacontent.
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|a SpringerBriefs in education.
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|a Print version record.
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|a Acknowledgments; Contents; 1 Introduction; Abstract; The Meaning of Time as a Factor in Educational Productivity; The Carroll Model; The Focus of This Study; References; 2 State of the Art of Time Effectiveness; Abstract; Time for Teaching and Learning at School; Conceptualization; Meta-analyses; Conclusions; Homework; Conceptualization; Meta-analyses; Conclusion; After-School Programs and Extended Learning Time; Conceptualization; Meta-analyses; Discussion; Conclusions; Annex to Chapter 2; References; 3 Time in Internationally Comparative Studies; Abstract.
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|a Total Instruction Time at Primary and Secondary School Level in International PerspectiveIntended Instruction Time Across Countries, Based on 2010, System Level Data; Total Instruction Time Across Countries, Compared Between 2000 and 2008, Based on System Level Data for 12 -- 14 Years Old Students; International Comparative Data on Time in School, Out-of-School Programs, and Homework/Individual Study Based on PISA 2006, School Level Data; Evidence of Time Effects on Achievement in International Studies, Based on Simple Correlations.
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|a Influence of Time at School and Homework on Student Performance, Analyzed in International StudiesRegular School Time, Out-of-School-Time Lessons and Individual Study Analyzed on PISA 2006 Data; Change in Total Intended Instruction Time, Measured at System Level, and Country Average Achievement in Reading Literacy, Based on PISA 2009 Data; Time Effects in an International Study, Based on Multilevel Structural Equation Modeling; The Implementation Scenario; The Accountability Scenario; Conclusions; Closing Discussion on Instructional Time Seen from an International Perspective; References.
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|a 4 Meta-AnalysesAbstract; Introduction; Search Strategy and Selection Criteria; Coding Procedure; Vote Counting Procedure; Calculation of Effect Sizes; Weighing of Effect Sizes; Data Analysis; Overall Approach; Moderators; Definition of the Time Variables; Sample and Study Characteristics Used as Moderators; Results; Learning Time at School; Homework Measured at the Individual Student Level; Homework Measured at the School/Class Level; Extended Learning Time; Comparison of Fixed and Random Effects for Time and Homework; Discussion; Appendix; References.
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|a Studies used for vote count and meta-analysis, References marked with an asterisk indicate studies included in the quantitative meta-analysis5 Relevance of the Findings for Educational Policy and Future Research; Abstract; Recapitulation of the Main Results of This Study; Relevance for Educational Policy: The Case of Quality Oriented Policy in the Netherlands; Report on Education Time in Secondary Schools; Time as a Priority Area in the Quality Agendas for Primary and Secondary Education, and in the Inspection Frameworks; Broad Schools; Scientific Relevance, Suggestions for Further Research.
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|a Includes bibliographical references.
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|a This book analyzes the productivity and effectiveness of a variety of time investments in education. It explores the methods used in education to optimize the time that students are exposed to learning content. Such methods include expanding official school time, optimizing "time on task", providing homework assignments, and creating learning opportunities beyond lesson hours. The book presents a review of earlier reviews and meta-analyses, secondary analyses of international data sets, and new meta-analyses concerning the effects of instruction time, homework and extended learning, beyond official school time. It explores the concept of time as a condition to enhance student achievement and discusses methodological issues in separating "genuine" time effects from related facets of educational quality. The book shows that the dependence of time effects on the quality of content choice and delivery raises critical questions for both researchers and policy planners. It further shows that sophisticated research designs are required to properly assess time effects, and that policy makers should be concerned about the bluntness of time as an instrument to enhance educational productivity.
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|a Educational productivity.
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|a Time management.
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| 650 |
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|a Productivité en éducation.
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| 650 |
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|a Gestion du temps.
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| 650 |
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|a EDUCATION
|x Essays.
|2 bisacsh.
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| 650 |
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7 |
|a EDUCATION
|x Organizations & Institutions.
|2 bisacsh.
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| 650 |
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|a EDUCATION
|x Reference.
|2 bisacsh.
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| 650 |
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|a Droit.
|2 eclas.
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| 650 |
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|a Sciences sociales.
|2 eclas.
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| 650 |
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|a Sciences humaines.
|2 eclas.
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| 650 |
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|a Educational productivity.
|2 fast.
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| 650 |
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|a Time management.
|2 fast.
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| 700 |
1 |
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