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ERIC Number: ED356555
Record Type: Non-Journal
Publication Date: 1992-Dec
Pages: 129
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Instructional Time and Student Learning: A Study of the School Calendar and Instructional Time.
Virginia State Dept. of Education, Richmond.
The purpose of a comprehensive study of the design of the school calendar in Virginia was to identify the quality and quantity of allocated time and the amount of time spent and needed for student learning as factors determining the impact of instructional time on educational quality. Synthesizing available research and new surveys and interviews, the study evaluated the effects of instructional time on learning; options for increasing instructional time and public reactions to them; current Virginian, national, and international calendar practices; Virginia's summer remedial programs; and current time-management strategies. Apart from programs for students at risk, research does not demonstrate a long-term, causal relationship between allocated time and educational quality. In only a few instances have Virginian schools received the public support required to significantly lengthen the school year or day. Attempts to lengthen the school day may increase fatigue and inhibit extracurricular activities. Data from year-round schools offering optional summer quarters do not indicate superior student performance. Virginia should ensure educational quality through: (1) careful curricular design and optimization of teacher-to-student ratios; (2) continued funding for summer-school programs for students at risk; (3) staff development and training; and (4) consideration of additional research findings. Six appendices provide the text of the legislation authorizing this study; charts showing instructional time in Virginia school divisions and across the nation; year-round school calendar plans; methodology of the school division's survey with questionnaire; and methodology of a poll of Virginia residents on the study questions. (Contains 110 references.) (TEJ)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Virginia State Dept. of Education, Richmond.
Identifiers - Location: Virginia