How do students react to longer instruction time?: Evidence from Italy

This paper investigates the effects on achievement, study behaviours and attitudes of an intervention providing extra instruction time in language and in mathematics in lower secondary schools in Southern Italy. We use a difference-in-differences strategy and compare two contiguous cohorts of studen...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Education economics 2016-12, Vol.24 (5/6), p.592-611
Hauptverfasser:	Meroni, Elena Claudia, Abbiati, Giovanni
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic achievement Attitudes Bildungspolitik Comparative Analysis Control Groups Correspondence Study Education policy Education reform Educational Policy Evaluation Experimental Groups Females Foreign Countries Gender Differences Geschlechterkonflikt Home Study instruction time Intervention Italian Italian language Italy Language Tests Males Mathematics Mathematics Achievement Mathematics Tests Middle schools policy evaluation Program Effectiveness Scores Secondary School Students Secondary schools Social classes Statistical Analysis Student attitudes Student behavior Students Time Factors (Learning) Unterrichtszeit
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Schreiben Sie den ersten Kommentar!