Imagine a K-8 school in a remote corner of southern Appalachia with a student body that once qualified for 100 percent coverage of free and reduced school meals. Imagine a school budget far below the state and national averages and a well-worn building that has been in use for a half-century. This is the reality of Grassy Fork School in Cocke…

After investigating alternatives, a Missouri high school adopted the eight-block flexible scheduling model. Instead of meeting 45-60 minutes every day, classes now meet 94 minutes every other day. Staff and students are enthusiastic. Longer instructional periods allow teachers to develop key concepts and use diverse learning activities and permit…

Shortly after Amityville (New York) High School teachers introduced the learning style concept, their classes began to experiment with alternative groupings, varied instructional strategies, and individualized response activities. Student achievement gains were easily estimated, but gains in self-esteem are immeasurable. (MLH)

The Copernican plan can help almost every U.S. high school decrease its average class size, increase its course offerings, substantially reduce teaching load, provide students with regularly scheduled seminars, establish a productive learning environment, and substantially increase learning mastery within present funding levels. Sidebars describe…

One schedule innovation--the four-period day and semester-length courses--is revamping North Carolina and Virginia high schools. At Orange County (Virginia) High School, a simplified and flexible 4-year 9-13 semester-block program is helping kids complete more courses, receive better grades, and take and pass more advanced-placement exams. (MLH)

This developmental project with a research component was initiated at the Laurel County Vocational School with the major objective of determining if 2-hour instructional blocks could be operated in programs enrolling only secondary students. Subobjectives involved data gathering and statistical analyses on (1) student achievement, (2) ratings of…

The temporal organization of the Rudolf Steiner School in New York City is examined in terms of daily or microtime, calendric time, and developmental time. The question of continuities over time, that is, the interweaving of past, present, and future, and the relation of these continuities to the transformations of education are also considered.…

This report analyzes and synthesizes the results of research studies on teacher competence and teacher effectiveness. Its primary purpose is to provide the teacher educator with access for the findings of this research. The dynamics of teacher effectiveness are illustrated by 43 tables each dealing with a different teacher behavior as observed in…

The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This brochure describes a two-volume book that provides examples of schools and communities working together to provide children with more time to learn. The strategies…

The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This handbook comprises the first of two volumes that provide examples of schools and communities working together to provide children with more time to learn. The book…

The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This handbook comprises the second of two volumes that provide examples of schools and communities working together to provide children with more time to learn. The book…