Productive curriculum time

Walberg, Herbert J.; Niemiec, Richard P.; Frederick, Wayne C.

doi:10.1080/01619569409538779

Cited by 13 publications

(10 citation statements)

References 20 publications

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“…The self-reports were supported by the analyses of electronic records in Cases 2 and 3. This cramming before an exam may be an efficient means ofpassing a test (Walberg, 1993), but the material may soon be forgotten. The learning advantage afforded by spacing practice over time, rather than massing it more closely in time, has been well established in the research literature (e. g., H. P. Bahrick, L. E. Bahrick, A. S. Bahrick, & P. E. Bahrick, 1993).…”

Section: Methodsmentioning

confidence: 99%

Measuring study time distributions: Implications for designing computer-based courses

Taraban

Maki

Rynearson

1999

Behavior Research Methods, Instruments, & Computers

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In both traditional lecture-test courses and courses delivered over the World-Wide Web (WWW), both beginning and experienced college students reported studying almost exclusively just before exams. Automatic measures (computer records, WWW page hits, and electronic mail archives) confirmed the self-reported distributions of study times, Weeklydeadlines produced weekly volleys oftaking on-line quizzes, a pattern that was reflected in self-reports of study times. However, on-line study materials were used primarily for review for regularly scheduled in-class exams. Thus, regardless of course format, students engaged in massed practice and did not experience study aids at appropriate times. Computer technology provides new forms of learning for students, as well as opportunities for instructors to observe patterns of student study time. Management of instructional contingencies will be necessary to bring students into contact with the rich cognitive aids enabled by technology.As the world's population increases and as the demographics of student populations change, there is an increasing need to rework our educational practices to make them more effective and efficient (see, e.g., Barr & Tagg, 1995;Bork, 1997). Advances in computers and information technologies are seen to be a cornerstone of educational change (see, e.g., Bork, 1997), and emerging technologies now offer the hope ofproviding rich learning aids to students at a distance (Dede, 1996). However, anecdotal lore suggests that what students actually do is often at odds with what the instructor intends them to do. The data reported in this paper were gathered in differently formatted courses and confirm the suspicion that students behave in ways that do not bring them into contact with the instructional activities and cognitive aids that are produced for them. Traditional classroom contingencies encourage massed practice-for example, resulting in concentration ofstudy and course work just prior to scheduled exams. Thus, common educational practices and students' adaptations to them threaten to blunt the impact of new educational technology.Students' use ofcourse materials was measured in three types ofcourses taught at a large public university (Texas Tech). Three cases from psychology are presented: (1) traditional lecture-test courses at both beginning and advanced levels, (2) report ofstudy times to automatically collected date-timestamped electronic records of computer-based course work. This report describes the characteristics ofthe studied courses, summarizes the measures and results, and concludes with some implications for the design ofinstruction that uses computers. CASE I Self-Reports of Study Time in a Traditional Lecture-Test Class MethodA three-item paper-and-pencil questionnaire was developed in order to gather self-reports of total estimated study time, to determine how students distributed their study time, to establish whether they thought that their study behaviors differed from their peers' study times, and to determine how students' ...

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Section: Methodsmentioning

confidence: 99%

Measuring study time distributions: Implications for designing computer-based courses

Taraban

Maki

Rynearson

1999

Behavior Research Methods, Instruments, & Computers

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“…Walberg (1988) reviewed more than 100 studies and found that 88% of these showed positive influences of time on learning (Walberg, Niemiec and Frederick, 1994). Wiley and Harnischfeger (1974) studied 6th Grade students in 40 schools in Detroit, Michigan and found that a 24% increase in time allocation lead to gains of more than a third in mathematics and verbal skills.…”

Section: Effectiveness Of Marginal Changes In the Amount Of Allocatedmentioning

confidence: 99%

“…Cotton and Savard (1981) highlighted the importance of keeping mismanaged time, or time during which students are not expected to do anything, to a minimum. Increased and efficient time use allows greater depth and breadth in all curriculum areas (Walberg, Niemiec and Frederick, 1994). Cotton (1989) summarises suggestions for teachers and administrators on how to use more effectively allocated instruction time (Table 4.2).…”

Section: Organising Instruction Time More Effectively At the School Lmentioning

confidence: 99%

Student Learning Time

2016

OECD Education Working Papers

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This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. The paper confirms the value of sufficient instruction time as a key educational resource, but the key conclusion is that what matters the most is the way in which allocated time is used. Student learning time and academic achievement seem to have complex and curvilinear relationship with diminishing returns to scale. The paper also cautions that there should be realistic expectations on how effectively students can learn throughout the school day and year. Accordingly, it suggests that instruction could be organised to better optimise times when students are better able to concentrate. Evidence on lost instruction time in different OECD countries points to areas of potential increased effectiveness within existing time allocations, for example by improving classroom management and matching instruction to better meet students' learning needs. -------------------------------------------------------------------------www.oecd.org/edu/workingpapers -------------------------------------------------------------------------- RÉSUMÉCe rapport étudie le temps d'apprentissage des élèves en tant que ressource éducative principale et donne un aperçu de la façon dont les différents pays membres de l'OCDE répartissent leur temps d'instruction. Il propose de plus un modèle qui facilite la compréhension d'une utilisation efficace du temps d'instruction alloué et compare cette utilisation dans les différents pays membres de l'OCDE. Cette revue de la littérature confirme l'utilité d'avoir suffisamment de temps d'instruction en tant que ressource éducative principale, même si elle met davantage l'accent sur l'utilisation faite du temps alloué. Le rapport entre temps d'apprentissage des élèves et réussite scolaire paraît complexe et curviligne avec des rendements d'échelle décroissants. Cette revue encourage des attentes réalistes concernant le degré d'efficacité d'apprentissage des élèves au fil de la journée et ...

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“…Research on the theme (Walberg, 1988) showed a considerable and positive influence of time on learning and rested on the adaptive dimension of teaching (Wang, 1984). As the authors highlight (Walberg et al, 1994) 'along with effective teaching, productive time engenders learning. Time should be a central concept in curriculum theory and practice ' (p. 86).…”

Section: Spaced Learning and Innovative Teaching: School Time Pedagomentioning

confidence: 98%

Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness

Garzia

Mangione

Longo

et al. 2016

Research on Education and Media

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Currently, the ‘time’ variable has taken on the function of instructional and pedagogical innovation catalyst, after representing-over the years-a symbol of democratisation, learning opportunity and instruction quality, able to incorporate themes such as school dropout, personalisation and vocation into learning. Spaced Learning is a teaching methodology useful to quickly seize information in long-term memory based on a particular arrangement of the lesson time that comprises three input sessions and two intervals. Herein we refer to a teachers’ training initiative on Spaced Learning within the programme ‘DocentiInFormAzione’ in the EDOC@WORK3.0 Project in Apulia region in 2015. The training experience aimed at increasing teachers’ competencies in the Spaced Learning method implemented in a context of collaborative reflection and reciprocal enrichment. The intent of the article is to show how a process of rooting of the same culture of innovation, which opens to the discovery (or rediscovery) of effective teaching practices sustained by scientific evidences, can be successfully implemented and to understand how or whether this innovation- based on the particular organisation of instructional time-links learning awareness to learning outcomes.

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Productive curriculum time

Cited by 13 publications

References 20 publications

Measuring study time distributions: Implications for designing computer-based courses

Measuring study time distributions: Implications for designing computer-based courses

Student Learning Time

Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness

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