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Rather than simply lamenting that there is never enough time in the school day, this book looks at the dimensions of time as a significant factor in the success and failure of many of today's school reform efforts.
As the education reform movement matures into its second decade, it is clear that many promising efforts have fallen short in their attempts to create real school change. One reason for this is that the process of school reform is much more complex than most reformers realized or were willing to acknowledge. The Dimensions of Time and the Challenge of School Reform points to another problem-the problem of time-and its role in both the success and failure of school reform efforts. The importance of understanding the role that time plays in both learning and instruction and finding ways to provide time for teachers grappling with change and students learning to accommodate a new language and culture are important themes in this book. This book is directed to policymakers and practitioners as well as to academics in that it combines theory with the "real world" experiences of many who have been active in the school reform movement and who have learned, through trial and error, how to think about time in innovative ways.
[Contributors include Lorin Anderson, Judy Fish, Patricia Gándara, Anne Jaramillo, Carolyn Kneese, John Lofty, Catherine Minicucci, Audrey Noble, Laurie Olsen, Allan Pitman, Susanna Purnell, Robert Reichardt, Thomas Romberg, Mary Lee Smith, and Jon Wagner.]
"This volume brings together two disparate, but highly interdependent fields of research—that of research on time and learning and that of research on school reform. It is an appealing and productive combination. A valuable sourcebook."—Nancy Karweit, Center for Social Organization of Schools, Johns Hopkins University
"The book has a rich array of different ways to look at time. The cases, theoretical descriptions, multi-cultural settings—all of these add to an interesting and potentially important book for the field. I found this book to be very interesting in many respects. I learned from it, resonated to many of the chapters, and deepened my understanding of how to think about time in schools."—Ann Lieberman, Teachers College, Columbia University
Introduction
Patricia Gándara
Part I
Conceptualizing Time and School Reform
Chapter 1
Time, Learning, and School Reform: A Conceptual Framework
Lorin W. Anderson
Part II
Time As the Content of School Reform
Chapter 2
Time and Resources: The Early Experience of New American Schools
Susanna Purnell And Robert Reichardt
Chapter 3
Effective Use of Time in the Education of English Language Learners
Catherine Minicucci
Chapter 4
Rethinking Time and Teacher Working Conditions
Patricia Gándara
Chapter 5
Increasing Achievement for Elementary Students Including Those At-Risk, through the Manipulation of Time and the School Calendar
Carolyn Kneese
Chapter 6
Time: A Barrier to and Impetus for Reform: One District's Journey
Judy Fish
Part III
Time as Process in School Reform
Chapter 7
Teachers' Use of Time in a Period of Change
Allan Pitman And Thomas Romberg
Chapter 8
Representing Time and Studying School Change: Lessons from a Collaborative Field Study
Jon Wagner
Chapter 9
Time(s) for Educational Reform: The Experience of Two States
Audrey J. Noble And Mary Lee Smith
Chapter 10
Reforming Time: Timescapes and Rhythms of Learning
John Lofty
Chapter 11
When Time Is on Our Side: Redesigning Schools to Meet the Needs of Immigrant Students
Laurie Olsen And Ann Jaramillo
List of Contributors
Index