Balancing the School Calendar
Perspectives from the Public and Stakeholders
Rowman & Littlefield Education (Publisher)
1st Edition
Published on 16. January 2009
192 pages
978-1-57886-977-0 (ISBN)
Description
Today, educators are looking for ways to utilize classroom time more effectively. Many thoughtful and forward-looking educators have reorganized the school calendar from the traditional nine-month model to one which is more balanced, and they have experienced the effects of calendar modification in the classroom, school, district, and community.
Balancing the School Calendar is a compilation of perspectives and research reports from those who have experienced the urgent necessity of reorganizing time to effectuate better learning situations for students. Chapter authors have implemented, studied, or contemplated school calendar change and the results of the change.
Balancing the School Calendar is a compilation of perspectives and research reports from those who have experienced the urgent necessity of reorganizing time to effectuate better learning situations for students. Chapter authors have implemented, studied, or contemplated school calendar change and the results of the change.
More details
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Publishing group
Bloomsbury Publishing Plc
ISBN-13
978-1-57886-977-0 (9781578869770)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Carolyn Kneese | Charles Ballinger
Balancing the School Calendar
Perspectives from the Public and Stakeholders
Book
01/2009
Rowman & Littlefield Education
€62.30
Shipment within 3-4 weeks
Carolyn Kneese | Charles Ballinger
Balancing the School Calendar
Perspectives from the Public and Stakeholders
Book
01/2009
Rowman & Littlefield Education
€159.00
Shipment within 3-4 weeks
Persons
Carolyn Kneese is a retired associate professor of educational administration at Texas A&M-Commerce. Charles Ballinger is executive director, Emeritus of the National Association for Year-Round Education.
Content
Chapter 1 Introduction
Part 2 Excerpts from the Media and Public Perceptions
Chapter 3 Summer Vacation of Our Discontent
Chapter 4 Restructuring American Experiment
Chapter 5 U.S. Students Need Longer School Year
Chapter 6 Poll Says Floridians Willing to Accept Year-Round Schools
Part 7 Perspectives from Stakeholders
Chapter 8 Balanced Calendar Schools: A Case for Combining Structural Change and Transformative Leadership
Chapter 9 The Modified Calendar: Benefits for Teachers
Chapter 10 Report on School and Community Attitudes to Modified School Calendars
Chapter 11 Experiencing School Year-Round: An Administrator's Perspective
Part 12 Reports of the Practice and the Various Models (Practitioner Experiences in Single-Track, Multi-Track, All-Year Learning, Extended-Year, and the Five-Term Models)
Chapter 13 Effects of Year-Round Education Upon Performance Indicators
Chapter 14 Multi-Tracking in School Calendar Reform
Chapter 15 Grounding Calendar Change: A Call for Re-Imagining Continuous Learning
Chapter 16 Beyond Mere Balancing of the Calendar: A Comprehensive Time Reform Model
Chapter 17 An English Perspective on Calendar Reform through an Examination of School's Innovatory Practices
Part 2 Excerpts from the Media and Public Perceptions
Chapter 3 Summer Vacation of Our Discontent
Chapter 4 Restructuring American Experiment
Chapter 5 U.S. Students Need Longer School Year
Chapter 6 Poll Says Floridians Willing to Accept Year-Round Schools
Part 7 Perspectives from Stakeholders
Chapter 8 Balanced Calendar Schools: A Case for Combining Structural Change and Transformative Leadership
Chapter 9 The Modified Calendar: Benefits for Teachers
Chapter 10 Report on School and Community Attitudes to Modified School Calendars
Chapter 11 Experiencing School Year-Round: An Administrator's Perspective
Part 12 Reports of the Practice and the Various Models (Practitioner Experiences in Single-Track, Multi-Track, All-Year Learning, Extended-Year, and the Five-Term Models)
Chapter 13 Effects of Year-Round Education Upon Performance Indicators
Chapter 14 Multi-Tracking in School Calendar Reform
Chapter 15 Grounding Calendar Change: A Call for Re-Imagining Continuous Learning
Chapter 16 Beyond Mere Balancing of the Calendar: A Comprehensive Time Reform Model
Chapter 17 An English Perspective on Calendar Reform through an Examination of School's Innovatory Practices
