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The Dimensions of Time and the Challenge of School Reform
The Dimensions of Time and the Challenge of School Reform
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Patricia Gándara - Editor
SUNY series, Restructuring and School Change
Price: $95.00 
Hardcover - 260 pages
Release Date: October 1999
ISBN10: 0-7914-4357-4
ISBN13: 978-0-7914-4357-6

Price: $32.95 
Paperback - 260 pages
Release Date: October 1999
ISBN10: 0-7914-4358-2
ISBN13: 978-0-7914-4358-3

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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 Gandara, 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

Patricia Gandara is Associate Professor of Education, University of California, Davis. She is the author of Over the Ivy Walls: The Educational Mobility of Low-Income Chicanos, also published by SUNY Press.

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Table of Contents

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


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