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https://www.hup.harvard.edu/catalog.php?isbn=9780674300262
For a dozen years during their formative period of development, children spend as many of their working hours at school as at home—some 15,000 hours in all. To suggest that this tremendous amount of time has no effect on development seems irrational.
https://www.amazon.com/Fifteen-Thousand-Hours-Secondary-Children/dp/0674300262
For a dozen years during their formative period of development, children spend as many of their working hours at school as at home―some 15,000 hours in all. To suggest that this tremendous amount of time has no effect on development seems irrational.
https://books.google.com/books/about/Fifteen_Thousand_Hours.html?id=j_7FcLrSrEQC
Recent educational assessment suggests that the answer may be a painful no. Here, however, is a book that contradicts the prevailing pessimism about the possibilities of education. In Fifteen...
https://www.hup.harvard.edu/catalog.php?isbn=9780674300262&content=toc
Fifteen Thousand Hours. 1. Introduction: Previous Studies. 2. Background to the Study. 3. The Schools and the Area They Serve. 4. Research Strategy and Tactics.
https://www.jstor.org/stable/1434877
The primary focus of Fifteen Thousand Hours was an identification of the broad patterns of life in schools and the various types of environments for learning which schools present to their students. Using as a data base information on children's behavior and educational attainment dur-ing their primary school years, the progress
https://jamanetwork.com/journals/jamapediatrics/fullarticle/509371
Fifteen Thousand Hours has the temerity to question our present conventional wisdom. It is a study of what things do make a difference in pupil outputs in 12 London inner-city secondary schools. In many ways, it is a substantial improvement, methodologically, over previous studies.
https://www.jstor.org/stable/1050538
The research reported in Fifteen Thousand Hours was directed towards two related issues: first, whether schools differed from one another on a limited set of criteria of pupil progress after certain factors about their pupils' home backgrounds and assessed abilities had been taken into account, and secondly, whether there were ways in which
https://www.huffpost.com/entry/kids-are-in-school-for-ab_b_5793152
Fifteen Thousand Hours was a big, complicated study in which Rutter and his team qualified their conclusions very carefully, so quoting from that original study would take more words than you would read, but they identified what they called "school ethos" as an explanation for the difference that schools can make.
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