A study of four schools in the United States and one school in Singapore who organize student and teacher time that organize and structure teacher time and work so that teachers do not work in isolation and are encouraged to collaborate with one another in their efforts to foster high-quality teaching and learning. The study is designed to help both practitioners and policymakers understand the teaching and learning implications of structuring time differently in schools, and provides detailed accounts of how time is organized within budget and schedule constraints. In addition, the study illustrates how these uses of time relate to a range of educational outcomes from building more successful curriculum, to supporting teacher learning and development, and to facilitating deeper, more meaningful learning for students.
The case studies used interviews, observations, and document reviews to examine and describe:
- How the schools reorganized teacher and student time within the school day;
- What students and teachers did within the re-organized time;
- The interaction between the re-organized use of teacher and student time; and
- The enabling conditions for using the re-organized time well.
Other researchers and contributing authors are:
- Jacqueline Ancess
- Dion Burns
- Mary Jo Reinhard
