Comments on: PROOF POINTS: Could more time in school help students after the pandemic? https://hechingerreport.org/proof-points-could-more-time-in-school-help-students-after-the-pandemic/ Covering Innovation & Inequality in Education Tue, 15 Jun 2021 16:26:33 +0000 hourly 1 By: F.Maxine Fantroy-Ford https://hechingerreport.org/proof-points-could-more-time-in-school-help-students-after-the-pandemic/comment-page-1/#comment-25300 Tue, 15 Jun 2021 16:26:33 +0000 https://hechingerreport.org/?p=79268#comment-25300 During my 40 years in public k-12 school as a teacher and administrator, more times does not equate to higher academic achievement for students. The issue is a need to identify a personalized instructional plan for individual and groups of students, not a canned program. Other areas for consideration are the proficiency level of the instructor and relevancy of content, (e.g. cultural responsiveness, interdisciplinary, project based, connection to real-world experience). Individualized and targeted instruction will yield more opportunities for student achievement. Instruction is the key. For example, what occurs doing the delivery of instruction process will determine student retention, application and success.

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By: Phillip Harris https://hechingerreport.org/proof-points-could-more-time-in-school-help-students-after-the-pandemic/comment-page-1/#comment-24490 Mon, 24 May 2021 14:58:32 +0000 https://hechingerreport.org/?p=79268#comment-24490 These studies all suffer from the same design failure. The testing being used in these studies has little to no validity and almost no reliability. The length of time of these studies is also a serious flaw

Serious researchers know these issues well and those who report on these studies need to know the issues so the reporting can be made more clear in the conclusions

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By: Timothy Shanahan https://hechingerreport.org/proof-points-could-more-time-in-school-help-students-after-the-pandemic/comment-page-1/#comment-24489 Mon, 24 May 2021 14:40:15 +0000 https://hechingerreport.org/?p=79268#comment-24489 In response to Jill Barshay’s fine article on the effectiveness of instructional time, it is worth pointing out that in science, time can never be treated as a variable. Time specifies an amount or a dosage of some other variable that one expects to have some potency. Any effort to increase instructional time without a clear idea of what the additional instruction is supposed to be is likely to fail. Teachers may not even use the extra time for reading or math instruction or may try to but without additional materials or lessons. Attempts to improve achievement should first decide what the action is that is supposed to increase learning and then should determine a proper dosage. Setting a dosage and then hoping the participants will fill it with something of value is not a recipe for success.

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