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ERIC Number: ED350202
Record Type: Non-Journal
Publication Date: 1991
Pages: 24
Abstractor: N/A
Reference Count: N/A
Time and Opportunity To Learn in Pakistan's Schools.
Reimers, Fernando
This paper challenges the current conventional policy view of time as a critical resource for learning. After reviewing literature on the subject, the paper analyzes the contribution of instructional time to learning using data from primary schools in Pakistan. The principal finding reported in this paper is that the amount of contact time between teachers and students in Pakistan appears to have no influence on student achievement as measured in mathematics and science tests. The discussion of this finding points to the need of having solid evidence looking at the particular context of each educational system and to the risks implicit in recommending policies of universal validity on the basis of limited research evidence. The prevalent policy view on instructional time would seem to assume that time of contact between teachers and students is a process of constant quality and infinite elasticity. This paper suggests that quality of teacher-student interactions is probably more relevant than the total amount of time allocated to instruction. (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pakistan