The Institute of Education Sciences has released a new report that examines the effects of increased learning time on student academic and nonacademic outcomes. A meta-analysis was conducted on the topic in which over 7,000 studies were screened, but only 30 met the research teams standards for rigorous research (including meeting evidence standards established by the What Works Clearinghouse). 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. Specific findings included: ** Increased learning time promoted student achievement in mathematics and literacy when instruction was led by a certified teacher and when teachers used a traditional instructional style (i.e., the teacher is responsible for the progression of activities and students follow directions to complete tasks). ** Increased learning time improved literacy outcomes for students performing below standards. ** Increased learning time improved social-emotional skills of students with attention deficit/hyperactivity disorder. ies.ed.gov/ncee/edlabs/regions/appalachia/pdf/REL_2014015.pdf
Posted on: Tue, 29 Jul 2014 18:47:25 +0000
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