ABSTRACT
Instructional time has long been an area of study for educational researchers, it has taken on a higher profile as we compare ourselves to other countries. In the US, for example, instructional time typically means in-the-classroom learning activities led by a teacher. International comparisons of instructional time can be confusing and quickly unveil underlying values. For example, it is widely known that in Japan extensive outside tutoring is accepted practice and ingrained into the cultural fabric. Instructional time and student achievement were compared across 57 countries using 2006 Programme for International Student Assessment (PISA) data. Using multiple regression procedures, Victor Lavy found a striking difference in the effects of instructional time between 'developing' and 'developed' countries included in the PISA sample. Lavy concluded that in both developed and developing countries the structure of educational systems, the work environments for teachers, and the productivity of instructional time are key factors for the future.
