Author(s): Andersen, Simon Calmar; Humlum, Maria Knoth; Nandrup, Anne Brink
Pages: p. 7481-7484
Serie: Proceedings of the National Academy of Sciences
Series Volume: 113, 27 (July 2016)
Increasing instruction time in school is a central element in the attempts of many governments to improve student learning, but prior research - mainly based on observational data - disputes the effect of this approach and points out the potential negative effects on student behavior. Based on a large-scale, cluster-randomized trial, we find that increasing instruction time increases student learning and that a general increase in instruction time is at least as efficient as an expert-developed, detailed teaching program that increases instruction with the same amount of time. These findings support the value of increased instruction time.
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