A Trimester Schedule that Works: Solutions for Secondary by Robert Brower, Colleen Moran, Todd Whitaker

By Robert Brower, Colleen Moran, Todd Whitaker

This e-book explains examine that helps a trimester agenda after which is helping readers comprehend the switch efforts and demanding situations linked to the remodel of the varsity day.

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Extra info for A Trimester Schedule that Works: Solutions for Secondary Teaching and Learning

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1; Jenkins, 1996, p. 96; Sturgis, 1995, p. 2; Lybbert, 1996, p. 20; Mistretta and Polansky, 1997, p. 29; McClaran, 1994, p. 1). 13. More interaction between teachers and students (Sturgis, 1995, p. 2; Fager, 1997, p. 7; Mistretta and Polansky, 1997, p. 29; McClaran, 1994, p. 1; Adams and Staunton, 1997, p. 80; Jenkins, 1996, p. 96; Hurley, 1997, p. 65). 14. Better rapport between student and teacher because teachers get to know students better due to lengthier classroom periods (Miller, 1998, p.

12), the authors list eight goals that are most often 32 CHAPTER 2 cited in the alternative scheduling reform movement. Although this list is less comprehensive that those previously listed, they, nevertheless, give the reader a list of excellent reasons why schools make the change to an alternative schedule. The trimester schedule meets all of these goals. ■ ■ ■ ■ ■ ■ ■ ■ Reduce the number of class changes and movements that large groups of students are required to complete during any one school day.

While the current director and previous directors are unsure of this tool’s origin since the inception of IPLA in 1986, it has been used by several divisions within the Indiana Department of Education, Butler University’s Experiential Program for Preparing School Principals, and other educational agencies. The GAP serves as the blueprint or canvas for a well-constructed plan. While it includes the key elements described for effective reform and is succinct in structure, the magic comes from the team effort that orchestrates the plan.

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