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The use of instructional time in early grade reading classrooms: A study in Herat Province of Afghanistan

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  • Ahmadi, Mohammad Javad

Abstract

The purpose of this study was to investigate how much time teachers in sampled schools in Herat Province of Afghanistan spend teaching literacy in early grade classrooms, how they use the time, and what factors lead to instructional time loss. We found that the actual time spent teaching literacy was often shorter than the allocated time. We also identified a few shared teaching practices that indicate a poor use of instructional time. Time loss factors identified included teacher and student absenteeism and tardiness, unofficial school closures and summer break extensions, and teachers’ maternity leaves.

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  • Ahmadi, Mohammad Javad, 2021. "The use of instructional time in early grade reading classrooms: A study in Herat Province of Afghanistan," International Journal of Educational Development, Elsevier, vol. 84(C).
    • Handle: RePEc:eee:injoed:v:84:y:2021:i:c:s0738059321000882
    DOI: 10.1016/j.ijedudev.2021.102435
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    References listed on IDEAS

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    1. Maria A. Cattaneo & Chantal Oggenfuss & Stefan C. Wolter, 2017. "The more, the better? The impact of instructional time on student performance," Education Economics, Taylor & Francis Journals, vol. 25(5), pages 433-445, September.
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    Cited by:

    1. Evans, David K. & Mendez Acosta, Amina, 2023. "How to measure student absenteeism in low- and middle-income countries," Economics of Education Review, Elsevier, vol. 96(C).
    2. Charu Jain & Ruchi Jain, 2023. "Chronic Absenteeism and Its Impact on the Learning Outcomes of Primary Grade Students in India," Margin: The Journal of Applied Economic Research, National Council of Applied Economic Research, vol. 17(1-2), pages 124-162, February.

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