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ERIC Number: EJ774786
Record Type: Journal
Publication Date: 2004-Sep
Pages: 20
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-1538
Actual Instructional Time in African Primary Schools: Factors that Reduce School Quality in Developing Countries
Benavot, Aaron; Gad, Limor
Prospects: Quarterly Review of Comparative Education, v34 n3 p291-310 Sep 2004
Educational theorists and researchers have long considered time a key component of individual learning. Caroll, in his classic model of school-based learning, conceptualized achievement as an outcome of two time variables: first, the amount of time a learner is engaged in learning; and second, an individual's learning rate. Caroll's ideas generated a wave of research on instructional time and learning. Many studies focused on issues of classroom dynamics and teaching efficiency; others were preoccupied with establishing statistical associations between time variables and pupil achievement. Overall, evidence from various studies suggests that there is a positive--and fairly consistent--association between instructional time and pupil achievement. Researchers disagree over the magnitude of this relationship, the relative importance of various intervening factors, and the nature of the socio-economic contexts in which the relationship is more or less salient. In this article, the authors assess the implications of these issues in the educational settings of the least-developed countries (LDCs), and briefly discuss key distinctions with respect to instructional time. (Contains 15 notes.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa