This book was first published in 1984. The role of time in school learning has long been a topic of interest to educationalists. So much so that in the United States, Carnegie Units (purely time based entities) are used to certify high school graduates and credit hours are the basic unit of college certification.
In this book, contributors explore the role of time in school learning. In particular, American research has demonstrated that learning is a function of two time variables; the time actually spent learning, and the time needed to learn. The book presents an integrated synthesis of the developments in the understanding of time in school learning and shows how this can have a dramatic impact on the process of schooling.
Table of Contents
1. An Introduction to Time and School Learning, Anderson. Part I: The Meaning of Time. 2. The Model of School Learning: Progress of an Idea, Carroll. 3. Attention, Tasks and Time, Anderson. 4. Classroom Segments: The Structuring of School Time, Ross. Part II: Research on Time and School Learning. 5. How Time is Used in Elementary Schools: The Activity Structure of Classrooms, Burns. 6. Time, Achievement and Teacher Development, Smyth. 7. Instruction and Time-on-task: A Review, Anderson. Part III: Practical Applications of Time Allocation and Use. 8. Time-use and the Provision of Adaptive Instruction, Wang. 9. Time and Instructional Improvement: An R and D-Based Approach, Huitt, Caldwell. 10. Breakthroughs and Breakdowns: A Case Study of the Implementation of the Stallings Effective Teaching Practices Training Programme, Ghory.