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Author: Moosung Lee Publisher: Routledge ISBN: 1000388379 Category : Education Languages : en Pages : 254
Book Description
Presenting international evidence, from school systems across the globe, this book documents patterns, causes, and effects of school principals’ time use, building a case for the implications for school improvement, administration, and leadership. This edited volume offers an unparalleled set of chapters that delve into conceptual and methodological issues in researching principals’ time use. Chapters consist of empirical studies that advance fresh perspectives and build empirical ground on how principals use time across different school systems in Africa, Asia, Europe, Middle East, Oceania, and North America. This unique book, is a useful resource for researchers and educators, capturing the geographically diverse contexts of principal time use. This work makes a significant contribution to the field of school improvement, administration, and leadership with both theoretical depth and empirical grounding.
Author: Moosung Lee Publisher: Routledge ISBN: 1000388379 Category : Education Languages : en Pages : 254
Book Description
Presenting international evidence, from school systems across the globe, this book documents patterns, causes, and effects of school principals’ time use, building a case for the implications for school improvement, administration, and leadership. This edited volume offers an unparalleled set of chapters that delve into conceptual and methodological issues in researching principals’ time use. Chapters consist of empirical studies that advance fresh perspectives and build empirical ground on how principals use time across different school systems in Africa, Asia, Europe, Middle East, Oceania, and North America. This unique book, is a useful resource for researchers and educators, capturing the geographically diverse contexts of principal time use. This work makes a significant contribution to the field of school improvement, administration, and leadership with both theoretical depth and empirical grounding.
Author: Christopher Gabrieli Publisher: John Wiley & Sons ISBN: 047025808X Category : Education Languages : en Pages : 306
Book Description
Across the country, an educational revolution is taking root. Kids are learning more. Teachers are free to teach beyond the test. And parents aren’t worried about what their kids are up to after school. What accounts for this change? The simple answer is, “More time to learn.” The current school day—6 hours and 180 days per year—is obsolete. It fails to provide students with the academic foundations and well-rounded education they need to succeed and thrive in the twenty-first century. The old school day is also out of step with the reality of working families without a stay-at-home parent to manage their children’s after-school time. Using an additional one to two hours, the new school day reworks the schedule so that children can master core academic subjects, receive individualized instruction and tutoring, and be exposed to a broad array of topics such as the arts, music, drama, and sports.
Author: Marianne Perie Publisher: ISBN: Category : Education Languages : en Pages : 90
Book Description
This report describes the number of hours and the percentage of school time spent on core academic subjects during the elementary school week around the country. It addresses three central issues about using class time to teach core academic subjects. The first issue is the actual number of hours and the percentage of school time the nation's elementary school teachers spend on instruction in the core subject areas of English/reading/language arts, mathematics, social studies, and science. The second issue involves an analysis of how this time varies by characteristics of the local community, school, teacher, classroom, and students. Finally, trends over time are examined to see how the amount and percentage of time spent on the four core subjects has changed from 1987-88 to 1993-94.
Author: Steven B. Mertens Publisher: IAP ISBN: 1623961041 Category : Education Languages : en Pages : 375
Book Description
This volume, the ninth volume in the Handbook of Research in Middle Level Education, is a compilation of research studies focusing on the use and implementation of common planning time (CPT) in middle level schools. All of the studies were part of the Middle Level Education Research SIG’s National Middle Grades Research Project (NMGRP) on Common Planning Time, which provides additional evidence about teachers’ understandings, experiences, the benefits and barriers about CPT. Since all researchers participating in the SIG-sponsored project utilized the same data collection protocols and followed the same protocols, the overall data collection was systematic and is highly reliable. Five research questions were generated to guide the development of the data collection protocols. While the authors were encouraged to use their data to address these project-level questions, they were not required to do so. The project consisted of both qualitative and quantitative data collection. Phase I (qualitative) consisted of observations of CPT meetings and structured interviews with teachers. Phase II (quantitative) was comprised of an online teacher survey. Within the chapters of this volume, a variety of relevant and meaningful research questions are examined utilizing both qualitative and quantitative methodologies.
Author: Alfie Kohn Publisher: Houghton Mifflin Harcourt ISBN: 9780618083459 Category : Education Languages : en Pages : 356
Book Description
Arguing against the tougher standards rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint.
Author: Tammy Kolbe Publisher: ISBN: Category : Languages : en Pages : 23
Book Description
This report takes a first step toward filling the need for more information on time allocated to schooling. Data from the federal Schools and Staffing Survey (SASS), the only nationally representative data source available for identifying variations in time across schools, are used to measure and document in-school time among the nation's traditional public, private and charter schools. The SASS does not collect data on student performance, and as a result does not support an exploration of the relationship between time and student learning. Nevertheless, the SASS is an important resource for understanding the incidence and distribution of time in schools, as well as trends over time. The authors primarily use data from the most recent administration of the SASS (school year 2007-08) to provide a "state of the field" report, which could be used in the future to monitor how time in school changes as state and federal policies continue to emphasize time as a turnaround and reform strategy. SASS data from the 1999-00 and 2003-04 administrations are also used to describe trends over time. In this report, the authors profile the amounts of in-school time allocated to traditional public, private and charter schools, and the ways in which schools use this time for key activities related to student learning and achievement. More specifically, the profile describes: (1) Average amounts of time children spend in school, and the differences among students enrolled in traditional public, private, and charter schools; (2) The extent to which schools have added more time to their school year and day, and which schools are more or less likely to do so; and (3) Differences among schools in the use of time during the school day. In each case, the authors present nationally representative estimates for regular schools; excluded from their analyses were state-operated special schools, schools that exclusively served students with special needs (e.g., special education), and Kindergarten or pre-school only schools. Where possible they compare traditional public schools to their private and charter school counterparts; however, in some instances, the sample size for private and charter schools is sufficiently small that they are able to report only findings for traditional public schools. The report begins with an overview of state policies governing in-school time. Within this context, they subsequently present estimates for the average length of the school year and day among traditional public, private and charter schools, as well as the frequency with which schools lengthen their school year or school day beyond the national average and the extent to which schools adopt a 12-month calendar. This is followed by a discussion of differences between extended and non-extended day schools in how they use time during the school day. The report concludes with a discussion of key findings and directions for future policy analysis and research. (Contains 20 figures and 66 footnotes.).
Author: Committee on Physical Activity and Physical Education in the School Environment Publisher: National Academies Press ISBN: 0309283140 Category : Medical Languages : en Pages : 503
Book Description
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Author: George Harrison Wood Publisher: Heinemann Educational Books ISBN: Category : Education Languages : en Pages : 244
Book Description
More than one school's story, Time to Learn uses the story of Federal Hocking High School's metamorphosis as a case study for understanding the mechanisms of high-quality high school reform.
Author: Moosung Lee
Author: Moosung Lee
Author: Christopher Gabrieli
Author: Carleton Hunter Mann
Author: Marianne Perie
Author: Steven B. Mertens
Author: Alfie Kohn
Author: Laura Lippman
Author: Tammy Kolbe
Author: Committee on Physical Activity and Physical Education in the School Environment
Author: George Harrison Wood