This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.
Learning About Learning: What Every New Teacher Needs to Know Retrieved from http://www.nctq.org/dmsView/Learning_About_Learning_Report.
This document explores ways in which time can be used as an education resource. It opens with an overview of studies that indicate that American students trail their counterparts in other leading industrialized nations in academic achievement. It discusses research on the relationship between time and learning.
Aronson, J., Zimmerman, J., & Carlos, L. (1999). Improving Student Achievement by Extending School: Is It Just a Matter of Time?.
The purpose of this action research was to explore how a new teacher could manage time while teaching third grade students.
Borek, J., & Parsons, S. (2004). Research on improving teacher time management. Academic Exchange Quarterly, 8(3), 27-31.
The purpose of this article is to provide an overview for those interested in the current state‐of‐the‐art in time management research.
Brigitte J.C. Claessens, Wendelien van Eerde, Christel G. Rutte, Robert A. Roe, (2007) "A review of the time management literature", Personnel Review, Vol. 36 Iss: 2, pp.255 – 276
The findings presented in this book are based on an analysis of 57 research studies concerned with the relationship between one or more of the educational time factors cited above and the student outcomes of achievement and attitudes. Twenty-nine are primary sources (studies or evaluations) and 28 are secondary source (reviews, syntheses, and meta-analyses).
Cotton, K., & Wikelund, K. (1990). Educational time factors. Portland, OR: Northwest Regional Educational Laboratory.
This paper examines data on 39 charter schools and correlates these data with school effectiveness. We find that class size, per-pupil expenditure, teacher certification, and teacher training—are not correlated with school effectiveness. In stark contrast, we show that frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations—explains approximately 45 percent of the variation in school effectiveness.
Dobbie, W., & Fryer Jr, R. G. (2013). Getting beneath the veil of effective schools: Evidence from New York City. American Economic Journal: Applied Economics, 5(4), 28-60.