CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Do GPAs Differ Between Longer Classes and More Frequent Classes at Liberal Arts Colleges?
Tác giả
Diette T.M.; Raghav M.
Năm xuất bản
2018
Source title
Research in Higher Education
Số trích dẫn
2
DOI
10.1007/s11162-017-9478-7
Liên kết
Tóm tắt
Colleges and universities offer classes that meet for different lengths of time and different numbers of days per week, such as classes that meet 2 days and those that meet 3 days. Traditionally triweekly classes that met for a shorter duration were more common than classes that met biweekly for a longer duration. Biweekly classes are becoming more popular with time. However, there is some concern that classes that meet more often are better suited for student learning than others. This paper, using data from a small liberal arts college, finds that after controlling for the starting time of the class meeting and course fixed effects as well as faculty and student fixed effects, student learning across 2 and 3 days classes is essentially the same. © 2017, Springer Science+Business Media, LLC.
Từ khóa
Class meeting frequency; GPA; Grades; Student learning
Tài liệu tham khảo
Achen A.C., Courant P.N., What are grades made of?, Journal of Economic Perspectives, 23, 3, pp. 77-92, (2009); Anderson D.M., Walker M.B., Does shortening the school week impact student performance? Evidence from the four-day school week, Education Finance and Policy, 10, pp. 314-349, (2015); Canady R.L., Rettig M.D., Block scheduling: A catalyst for change in high schools, 5, (1995); Cobb R.B., Abate S., Baker D., Effects of 4X4 block scheduling, Education Policy Analysis Archives, 18, (1999); Daniel E.L., A review of time-shortened courses across disciplines, College Student Journal, 34, 2, pp. 298-308, (2000); David M., Are 4-day workweeks the future?, Inside Higher Ed, August, 19, (2008); Diette T.M., Raghav M., Class size matters: Heterogeneous effects of larger classes on college student learning, Eastern Economic Journal, 41, 2, pp. 273-283, (2015); Diette T.M., Raghav M., A student’s dilemma: Is there a trade-off between a higher salary or higher GPA, Education Economics, 24, 6, pp. 612-621, (2016); Diette T.M., Raghav M., Does the early bird catch the worm or a lower GPA? Evidence from a liberal arts college, Applied Economics, 49, 33, pp. 3341-3350, (2017); Dills A.K., Hernandez-Julian R., Course scheduling and academic performance, Economics of Education Review, 27, 6, pp. 646-654, (2008); Edwards C.M., Virginia’s 4 X 4 high schools: High school, college, and more, NASSP Bulletin, 79, 571, pp. 23-41, (1995); Hughes W.W., Blocking student performance in high school?, Economics of Education Review, 23, 6, pp. 663-667, (2004); Joyce T., Crockett S., Jaeger D.A., Altindag O., O'Connell S.D., Does classroom time matter?, Economics of Education Review, 46, pp. 64-77, (2015); Khazzaka J., Comparing the merits of a seven-period school day to those of a four-period school day, The High School Journal, 81, 2, pp. 87-97, (1997); Lewis C.W., Cobb R.B., The effects of full and alternative day block scheduling on language arts and science achievement in a junior high school, Education Policy Analysis Archives, 10, (2003); Monks J., Schmidt R.M., The impact of class size on outcomes in higher education, The BE Journal of Economic Analysis & Policy, 11, 1, pp. 1-17, (2011); Rice J.K., Croninger R.G., Roellke C.F., The effect of block scheduling high school mathematics courses on student achievement and teachers’ use of time: Implications for educational productivity, Economics of Education Review, 21, 6, pp. 599-607, (2002); Shin J.C., Toutkoushian R.K., The past, present, and future of university rankings, University rankings, pp. 1-16, (2011); Veal W.R., Schreiber J., Effects of block scheduling, Education Policy Analysis Archives, 7, (1999); Zepeda S.J., Mayers R.S., An analysis of research on block scheduling, Review of Educational Research, 76, 1, pp. 137-170, (2006)
Nơi xuất bản
Springer Netherlands
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus