Citations (29)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (18)
Britta Wenn, Rosemary Mulholland, Wendy Timmons & Yvonne Zanker. (2018) Towards a developing construct in dance education – exploring the relation of emotional intelligence to teacher’s sense of efficacy and teaching experience among dance education student teachers in the United Kingdom. Research in Dance Education 19:1, pages 14-38.
Read now
Read now
David Pedder. (2006) Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning. Oxford Review of Education 32:2, pages 213-234.
Read now
Read now
Trevor Williams, Kitty Williams, David Kastberg & Leslie Jocelyn. (2005) Achievement and affect in OECD nations. Oxford Review of Education 31:4, pages 517-545.
Read now
Read now
Timothy Z. Keith. (2002) Commentary: Academic Enablers and School Learning. School Psychology Review 31:3, pages 394-402.
Read now
Read now
JamesB. Schreiber. (2002) Institutional and Student Factors and Their Influence on Advanced Mathematics Achievement. The Journal of Educational Research 95:5, pages 274-286.
Read now
Read now
BertP.M. Creemers & GerryJ. Reezigt. (1996) School Level Conditions Affecting the Effectiveness of Instruction. School Effectiveness and School Improvement 7:3, pages 197-228.
Read now
Read now
Wim H. Gijselaers & Henk G. Schmidt. (1995) Effects of Quantity of Instruction on Time Spent on Learning and Achievement. Educational Research and Evaluation 1:2, pages 183-201.
Read now
Read now
Fernando Reimers. (1993) Time and Opportunity to Learn in Pakistan's Schools: some lessons on the links between research and policy . Comparative Education 29:2, pages 201-212.
Read now
Read now
TimothyZ. Keith & MarkJ. Benson. (1992) Effects of Manipulable Influences on High School Grades Across Five Ethnic Groups. The Journal of Educational Research 86:2, pages 85-93.
Read now
Read now
Ellis D. Evans & Delores Craig. (1990) Teacher and Student Perceptions of Academic Cheating in Middle and Senior High Schools. The Journal of Educational Research 84:1, pages 44-53.
Read now
Read now
GuyS. Parcel. (1984) Theoretical Models for Application in School Health Education Research. Health Education 15:4, pages 39-49.
Read now
Read now
Maribeth Gettinger. (1984) Individual differences in time needed for learning: A review of literature. Educational Psychologist 19:1, pages 15-29.
Read now
Read now
W. John Smyth. (1981) Research on classroom management: studies of pupil engaged learning time as a special but instructive case. Journal of Education for Teaching 7:2, pages 127-148.
Read now
Read now
Michael Szabo & Ann Lamiell-Landy. (1981) Television-Based Reading Instruction, Reading Achievement, and Task Involvement. The Journal of Educational Research 74:4, pages 239-244.
Read now
Read now
Wayne C. Fredrick & Herbert J. Walberg. (1980) Learning as a Function of Time. The Journal of Educational Research 73:4, pages 183-194.
Read now
Read now
David Halpin. (1979) Accountability, answerability and the reporting of active learning time. British Journal of Teacher Education 5:3, pages 199-217.
Read now
Read now
Nancy Mcknight Smith. (1979) Allocation of Time and Achievement in Elementary Social Studies. The Journal of Educational Research 72:4, pages 231-236.
Read now
Read now
Robert C. Calfee & Priscilla A. Drum. (1978) Learning to Read: Theory, Research, and Practice. Curriculum Inquiry 8:3, pages 183-249.
Read now
Read now
Articles from other publishers (11)
Pedro Cabral Mendes, Cristina Rebelo Leandro, Francisco Campos, Miguel Fachada, Ana Paula Santos & Ricardo Gomes. (2021) Extended School Time: Impact on Learning and Teaching. European Journal of Educational Research volume-10-2021:volume-10-issue-1-january-2021, pages 353-365.
Crossref
Crossref
Catalina Patricia Morales Murillo, Robin McWilliam, María Dolores Grau Sevilla & Pau García Grau. (2019) Evolución del Estudio de la Implicación desde Tres Enfoques. EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje 6:4, pages 245-258.
Crossref
Crossref
Nadine Talbot & Gilles Raîche. (2018) Validation du cadre de référence PIEA des pratiques d’évaluation des apprentissages en classe dans une approche par compétences selon la perception d’étudiants du collégial 1. Revue des sciences de l’éducation 43:3, pages 90-123.
Crossref
Crossref
Marie-Pierre Chopin. (2015) Temporalisation et diffusion des savoirs. Éducation et socialisation:37.
Crossref
Crossref
Marie-Pierre Chopin. (2010) Les usages du « temps » dans les recherches sur l’enseignementThe uses of “time” in teaching research programmesLas usanzas del “tiempo” en las investigaciones sobre la enseñanzaDer Gebrauch der „Zeit“ in Forschungen übers Unterrichtswesen. Revue française de pédagogie:170, pages 87-110.
Crossref
Crossref
Rick Ginsberg & Robert K. Wimpelberg. (2016) Educational Change by Commission: Attempting “Trickle Down” Reform. Educational Evaluation and Policy Analysis 9:4, pages 344-360.
Crossref
Crossref
Dalia Rachman-Moore & Richard G. Wolfe. (2016) Robust Analysis of a Nonlinear Model for Multilevel Educational Survey Data. Journal of Educational Statistics 9:4, pages 277-293.
Crossref
Crossref
Lee S. Shulman & Neil B. Carey. (2016) Psychology and the Limitations of Individual Rationality: Implications for the Study of Reasoning and Civility. Review of Educational Research 54:4, pages 501-524.
Crossref
Crossref
W. John Smyth. (2016) Pupil Engaged Learning Time: Concepts, Findings and Implications. Australian Journal of Education 24:3, pages 225-245.
Crossref
Crossref
John W. Thomas. (2016) Agency and Achievement: Self-management and Self-regard. Review of Educational Research 50:2, pages 213-240.
Crossref
Crossref
Barak Victor Rosenshine. (2018) Academic Engaged Time, Content Covered, and Direct Instruction. Journal of Education 160:3, pages 38-66.
Crossref
Crossref