TY - JOUR
AU - Dempster, Frank N.
AB -  In the wake of A Nation at Risk, considerable attention has been drawn to time variables in the classroom and their relation to learning, especially allocated time. Moreover, there have been a number of recent legislative actions aimed at increasing the amount of time students spend in the classroom, even though research suggests that increases in allocated time result in only modest gains in achievement. In this article, reasons for this gap between research and educational policy recommendations are considered, and an agenda for discerning implications for the use of time in the classroom is proposed with reference to two well-known principles of learning research, namely encoding variability and the spacing effect. It is concluded that whereas research has failed to provide convincing evidence that encoding variability has any practical implications, the spacing effect, a time variable apparently overlooked in the educational reform movement, appears to hold considerable promise for improving the distribution of time in the classroom. 
TI - Time and the Production of Classroom Learning: discerning Implications From Basic Research
JF - Educational Psychologist
DO - 10.1207/s15326985ep2201_1
DA - 1987-01-01
UR - https://www.deepdyve.com/lp/taylor-francis/time-and-the-production-of-classroom-learning-discerning-implications-fb4jJRYY2i
SP - 1
EP - 21
VL - 22
IS - 1
DP - DeepDyve
ER -