skip to content
Absenteeism And Beyond : Instructional Time Loss And Consequences Preview this item
ClosePreview this item
Checking...

Absenteeism And Beyond : Instructional Time Loss And Consequences

Author: Helen Abadzi
Publisher: Washington, D.C : The World Bank, 2007.
Series: World Bank E-Library Archive
Edition/Format:   Computer file : EnglishView all editions and formats
Database:WorldCat
Summary:
Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was  Read more...
Rating:

(not yet rated) 0 with reviews - Be the first.

 

Find a copy online

Links to this item

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Material Type: Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Helen Abadzi
OCLC Number: 874236761
Reproduction Notes: Reproduction. s.l.
Description: 1 online resource (96 p.)
Series Title: World Bank E-Library Archive
Responsibility: Abadzi, Helen.

Abstract:

Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-à-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for.

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


Primary Entity

<http://www.worldcat.org/oclc/874236761> # Absenteeism And Beyond Instructional Time Loss And Consequences
    a schema:CreativeWork, bgn:ComputerFile ;
   library:oclcnum "874236761" ;
   library:placeOfPublication <http://id.loc.gov/vocabulary/countries/xxu> ;
   library:placeOfPublication <http://experiment.worldcat.org/entity/work/data/495455765#Place/washington_d_c> ; # Washington, D.C
   schema:contributor <http://experiment.worldcat.org/entity/work/data/495455765#Person/abadzi_helen> ; # Helen Abadzi
   schema:creator <http://experiment.worldcat.org/entity/work/data/495455765#Person/abadzi_helen> ; # Helen Abadzi
   schema:datePublished "2007" ;
   schema:exampleOfWork <http://worldcat.org/entity/work/id/495455765> ;
   schema:inLanguage "en" ;
   schema:isPartOf <http://experiment.worldcat.org/entity/work/data/495455765#Series/world_bank_e_library_archive> ; # World Bank E-Library Archive,
   schema:name "Absenteeism And Beyond Instructional Time Loss And Consequences" ;
   schema:productID "874236761" ;
   schema:publication <http://www.worldcat.org/title/-/oclc/874236761#PublicationEvent/washington_d_c_the_world_bank_2007> ;
   schema:publisher <http://experiment.worldcat.org/entity/work/data/495455765#Agent/the_world_bank> ; # The World Bank
   schema:reviews <http://www.worldcat.org/title/-/oclc/874236761#Review/716447253> ;
   schema:url <http://elibrary.worldbank.org/content/workingpaper/10.1596/1813-9450-4376> ;
   wdrs:describedby <http://www.worldcat.org/title/-/oclc/874236761> ;
    .


Related Entities

<http://experiment.worldcat.org/entity/work/data/495455765#Person/abadzi_helen> # Helen Abadzi
    a schema:Person ;
   schema:familyName "Abadzi" ;
   schema:givenName "Helen" ;
   schema:name "Helen Abadzi" ;
    .

<http://experiment.worldcat.org/entity/work/data/495455765#Series/world_bank_e_library_archive> # World Bank E-Library Archive,
    a bgn:PublicationSeries ;
   schema:hasPart <http://www.worldcat.org/oclc/874236761> ; # Absenteeism And Beyond Instructional Time Loss And Consequences
   schema:name "World Bank E-Library Archive," ;
    .

<http://www.worldcat.org/title/-/oclc/874236761#Review/716447253>
    a schema:Review ;
   schema:itemReviewed <http://www.worldcat.org/oclc/874236761> ; # Absenteeism And Beyond Instructional Time Loss And Consequences
   schema:reviewBody "Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-à-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for." ;
    .


Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.