Time and Learning

By AP Craig. On Learning, 2000

156 citations recorded by the source corpus.

The purpose behind the (ongoing) work reported on in this paper is to develop a productive educational response to the problem of older learners who return to formal schooling after a period of absence, or enter it for the first time; ‘older’ in the sense of being at least three years older than the norm for the Foundation Phase. The aim of this paper is twofold: firstly, to discuss ways in which to assess learning outcomes in preliterate learners and, secondly, to question various approaches to the problem of older learners and formal schooling. As regards our empirical findings, we conclude that, as a group, the learners show encouraging signs of benefiting from schooling.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/b967990758492c9eba1ede2eb7658310890823d5

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In Education

In Political Science and International Relations

Citations in the corpus

Teacher Time Use in Special Education (2010, background): “The importance of time is still of current concern, as education policy such as the No Child Left Behind Act of 2001 details efficient use of time as an avenue for improving learning (Metzker, 2003).”
“Double-Dose” Algebra as an Alternative Strategy to Remediation: Effects on Students' Academic Outcomes (2009, result): “This strategy is consistent with substantial research showing instructional time to be important for student learning (Anderson, 1984; Bloom, 1974; Millot, 1995).”
Rebecca’s in the dark: A comparative study of problem-based learning and direct instruction/experiential learning in two 4th-grade classrooms (2009, methodology): “This is an important finding because students learn more (assuming the task is appropriate and challenging) when their time-on-task behavior is higher (Bloom, 1974). Students in the PBL experimental classroom had 4.27 more minutes per 45-minute class session of time-on-task behavior than their compa”
Lessons of Mastery Learning. (2010, background): “Bloom (1974) argued, however, that intense, individualized assistance offered early in an instructional sequence would drastically reduce the time needed for remediation in later units.”
Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review (2005, background): “In mastery learning, outcomes are uniform while the time needed to reach them varies ( Bloom, 1974, 1976; Carroll, 1963).”