少能多吗？英国中学的教学时间和成绩：来自小组数据的证据

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

London Review of Education Pub Date : 2021-05-26 DOI:10.14324/LRE.19.1.17

Vaughan Connolly

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引用次数: 2

摘要

如何最好地利用课程时间一直是英国学校的一个问题，英国学校可以自由地在不同科目之间改变时间或延长上课日/周。随着政策制定者考虑如何帮助学生弥补COVID-19大流行后失去的学习，这个问题现在已经成为全国关注的焦点。本文利用2010-14年学校劳动力普查的面板数据，对2,815所英国中学的GCSE(普通中等教育证书)教学时间与增值分数之间的关系进行了研究。可靠的估计表明，教学时间对英语、数学、科学和人文学科的成绩都有很小的影响。基于亚组分析，还对先前成绩不同的学生和接受免费校餐的学生估计了影响大小。这些也显得很小，这表明，就-à-vis教学时间而言，有时可能越少越好。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Can less be more? Instruction time and attainment in English secondary schools: Evidence from panel data

How to best utilize curriculum time has long been a question for England’s schools, which are free to vary time between subjects or to extend the school day/week. This question has now risen to national prominence as policymakers consider ways to help support students catch up lost learning after the COVID-19 pandemic. This article explores the relationship between instruction time on General Certificate of Secondary Education (GCSE) attainment and value-added scores for 2,815 English secondary schools using panel data from the 2010–14 School Workforce Census. Robust estimates suggest that instruction time has a small effect on attainment in each of English, mathematics, science and humanities. Based on sub-group analysis, effects sizes are also estimated for students with varying prior achievement and for those in receipt of free school meals. These too appear small, suggesting, vis-à-vis instructional time, sometimes less might be more.

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来源期刊

London Review of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

6.70%

发文量

审稿时长

48 weeks

期刊介绍： London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.