Literaturnachweis - Detailanzeige
| Institution | New York State Education Dept., Albany. Div. of Research. |
|---|---|
| Titel | A Study of School Calendars. |
| Quelle | (1978), (40 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Disadvantaged Youth; Elementary Secondary Education; Energy Conservation; Fuel Consumption; Learning Processes; Research Reports; School Buildings; School Schedules; Summer Schools; Year Round Schools; New York Benachteiligter Jugendlicher; Energieerhaltung; Energiespeicherung; Benzinverbrauch; Learning process; Lernprozess; Research report; Forschungsbericht; School building; Schulgebäude; Schulzeiteinteilung; Summer school; Sommerkurs; Year round school; Year-round school; Year-round schools; Ganzjahresschule |
| Abstract | This report summarizes the Study of School Calendars in New York State. The Division of Research of the New York State Education Department was charged to study the effects of alternative school calendars on (1) energy conservation, (2) learning and retention of learning by students, (3) maximum utilization of school facilities, and (4) changing family and societal living patterns. Findings from research suggested that closing of school buildings may save fuel for the district, but probably causes increased fuel use in the homes. Research pertaining to learning and retention of knowledge supports the educational value of shorter vacation spans. The literature also supports the term rotation calendar as an operational procedure to make maximum use of school buildings. Unfortunately, public acceptance of year-round schooling is weak. Recommendations are that the Board of Regents should (1) seek enabling legislation that would allow school districts to operate experimentally under a calendar not presently deemed permissible; (2) encourage school districts to establish their own conservation practices; and (3) encourage the expansion of summer school programs, especially for the lower socioeconomic and handicapped students who could most benefit. (Author/MLF) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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