Instruction Time, Classroom Quality, and Academic Achievement
Instruction Time, Classroom Quality, and Academic Achievement
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教学时间、课堂质量和学业成绩
DOI：
10.1111/ecoj.12315
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Jeffrey C. Schiman
中科院分区：
文献类型：
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作者：
Steven G. Rivkin;Jeffrey C. Schiman
成绩和教学时间之间任何因果关系的大小似乎都取决于教学质量、课堂环境以及学生将课堂时间转化为额外知识的速度。在本文中，我们使用面板数据方法来研究 2009 年国际学生评估计划数据中的教学时间效应。实证分析表明，成绩随着教学时间的增加而增加，并且增加的程度因时间量和课堂环境而异。结果表明，学校环境是增加教学时间的好处和可取性的重要决定因素。
It seems likely the magnitude of any causal link between achievement and instruction time depends upon the quality of instruction, the classroom environment and the rate that students translate classroom time into added knowledge. In this article, we use panel data methods to investigate instruction time effects in the 2009 Programme for International Student Assessment data. The empirical analysis shows that achievement increases with instruction time and that the increase varies by both the amount of time and the classroom environment. The results indicate that school circumstances are important determinants of the benefits and desirability of increased instruction time.