NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED547261
Record Type: Non-Journal
Publication Date: 2014-Oct
Pages: 6
Abstractor: As Provided
Reference Count: 2
ISBN: N/A
ISSN: N/A
Stated Briefly: What Does the Research Say about Increased Learning Time and Student Outcomes? REL 2015-061
Kidron, Yael; Lindsay, Jim
Regional Educational Laboratory Appalachia
REL Appalachia conducted a systematic review of the research evidence on the effects of increased learning time. After screening more than 7,000 studies, REL Appalachia identified 30 that met the most rigorous standards for research. A review of those 30 studies found that increased learning time does not always produce positive results. However, some forms of instruction tailored to the needs of specific types of students were found to improve their circumstances. Findings suggest that the impacts of these programs depend on the settings, implementation features, and types of students targeted. This "Stated Briefly" report is a companion piece that summarizes the results of another report entitled "The effects of increased learning time on students' academic and nonacademic outcomes," released on July 9, 2014. [For the companion report, REL 2014-015, see ED545233.]
Regional Educational Laboratory Appalachia. Available from: CNA Corporation. 4825 Mark Center Drive, Alexandria, VA 22311. Tel: 703-824-2828; e-mail: RELAppalachia@cna.org; Web site: http://www.relappalachia.org
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory Appalachia (ED)
IES Funded: Yes
Grant or Contract Numbers: EDIES12C0005