Productive curriculum time

Abstract

Time measures critical dimensions of curriculum and of learning. Curriculum's other dimensions are the depth and breadth of subject matter content. Other things being equal, the depth, breadth, and amount of curriculum determine the volume of learning. For psychologists, learning's other dimension is the quality of instruction or pedagogy. The linkage of learning with time is one of the most consistent findings of educational psychology. In a recent review of the literature, Walberg (1988) found that 88% of the more than 100 studies showed positive influences of time on learning. The average effect of increased time was comparable in advantage of superior over mediocre quality of instruction. Thus, time deserves major consideration in curriculum policy. As a rising tide lifting all boats, increased and efficient time use allows greater depth and breadth in all curriculum areas. Along with effective teaching (Waxman & Walberg, 1991), productive time engenders learning. Time should be a central concept in curriculum theory and practice. If the principal question of curriculum is, What knowledge is most