Creating Learning Environments in the Early Grades That Support Teacher and Student Success: Profiles of Effective Practices in Three Expanded Learning Time Schools

Autor/inn/en	Farbman, David A.; Novoryta, Ami
Institution	National Center on Time & Learning
Titel	Creating Learning Environments in the Early Grades That Support Teacher and Student Success: Profiles of Effective Practices in Three Expanded Learning Time Schools
Quelle	(2016), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Environment; Elementary Schools; Primary Education; Extended School Day; Child Development; Educational Practices; Developmentally Appropriate Practices; Interpersonal Relationship; Teacher Collaboration; Progress Monitoring; School Culture; Individualized Instruction; Learner Engagement; STEM Education; Scheduling; Common Core State Standards; Enrichment Activities; Volunteers; Literacy; Feedback (Response); Intervention; Student Behavior; Alignment (Education); Kindergarten; Grade 1; Grade 2; Connecticut; Colorado (Denver); Massachusetts + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Primarbereich; Ganztagsunterricht; Kindesentwicklung; Bildungspraxis; Entwicklungsbezogene Bildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerkooperation; Schulkultur; Schulleben; Individualisierender Unterricht; STEM; Disposition; Common core curriculum; Curriculum; Kerncurriculum; Bereicherungsprogramm; Freiwilliger; Alphabetisierung; Schreib- und Lesefähigkeit; Student behaviour; Schülerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Master-Studiengang
Abstract	In "Creating Learning Environments in the Early Grades that Support Teacher and Student Success," the National Center on Time & Learning (NCTL) profiles three expanded-time elementary schools that leverage a longer school day to better serve young students. In particular, the report describes how a longer day opens up opportunities to foster children's development across cognitive, social, physical, and emotional domains by: (1) crafting a schedule around a robust educational program; (2) focusing on building strong child-adult relationships; and (3) enabling teachers to collaborate toward continuous improvement. For disadvantaged children, having more time in productive learning environments is vital for setting them on the right path to future success in school and life. The schools profiled are located in Revere, Massachusetts; Meriden, Connecticut; and Denver, Colorado. (As Provided).
Anmerkungen	National Center on Time & Learning. 24 School Street 3rd Floor, Boston, MA 02108. Tel: 617-378-3940; Fax: 617-723-6746; Web site: http://www.timeandlearning.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01