Public Hearing, National Education Commission on Time and Learning Highlights (8th Cambridge, Massachusetts, September 23-24, 1993).

Institution	National Education Commission on Time and Learning, Washington, DC.
Titel	Public Hearing, National Education Commission on Time and Learning Highlights (8th Cambridge, Massachusetts, September 23-24, 1993).
Quelle	(1993), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Recht; Educational Improvement; Elementary Secondary Education; Hearings; Organizational Climate; Professional Development; School Restructuring; School Schedules; Standards; Time Factors (Learning); Time Management; Time on Task + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Organisationsklima; Schulreformplan; Schulumwandlung; Schulzeiteinteilung; Standard; Zeitmanagement; Zeitaufwand
Abstract	The National Education Commission on Time and Learning (NECT&L) is an independent advisory body authorized by Congress to conduct a comprehensive review of the relationship between time and learning in elementary-secondary education, including international comparisons, the use of time in and out of school, the use of facilities, year-round professional opportunities for teachers, and the estimated costs of adopting longer school days and years. This report summarizes proceedings of a public hearing held at Cambridge, Massachusetts. A site visit was also made to the Piscataguis Community High School in Guilford, Maine. The participants offered testimonies in regard to the following issues: time; restructuring the school day; aspects of state-level reform (such as standards, time for professional development, and deregulation); school culture; and at-risk programs. Participants included: (1) Harold "Doc" Howe, Senior Lecturer, Emeritus, Harvard University; (2) Ted Sanders, Superintendent of Public Instruction, Ohio Department of Education; (3) Susan Fuhrman, Codirector, Consortium for Policy Research in Education, Rutgers University; (4) Henry Levin, David Jacks Professor of Higher Education and Director, Accelerated Schools Project, Stanford University; (5) Robert Slavin, Director, Elementary School Programs, Johns Hopkins University; (6) Patricia Graham, President, Spenser Foundation; (7) Theodore Sizer, Chairman of the Coalition of Essential Schools, Brown University; (8) Edward Zigler, Sterling Professor of Psychology, Yale University; and (9) Richard Elmore, Professor of Education, Harvard Graduate School of Education. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC