This booklet examines issues related to time in education. After describing the increasing number of roles teachers play in their schools and their lack of time to do everything, the booklet explains that in order to achieve improved student outcomes, teachers need time to do their work. Teaching requires time for professional development,…

Successful administrators practice time management by delegating effectively and scheduling blocks of time to work without interruption. In addition, they set clear goals for meetings, avoid unnecessary meetings, and use weekly and monthly calendars. (MLF)

Secondary educators can create blocks of time for teachers and students to study and learn so teachers can enjoy professional growth opportunities without sacrificing students' instructional time. The article provides a scheduling plan, explaining how to modify schedules to offer teachers extended planning or development periods on a rotating…

Discusses teaching methods related to timetabling and scheduling tasks. Analyzes a hierarchy of difficulties for the tasks. Reports success rates for each of the four difficulty types. (YP)

From a sociological standpoint, universities may be viewed as organizations. In seeking to understand organizations, it is necessary to have both "knowledge of structure"--how the organization is put together and how it works--and "knowledge of intervention"--how to intervene in it to achieve some desired change. Within organizations of any type,…

Proceedings of the Administrators' Conference on Scheduling, sponsored by the Oregon Small Schools Program and conducted in March of 1970, comprise this document. Purpose of the conference was to examine methods, techniques, and philosophies relating to possible benefits of restructuring Oregon's small school environments. Presentations include: a…

The organizational methods and devices presented in this booklet are designed to help the teacher use time in the classroom more effectively. The first section deals with efficient planning for the day and setting priorities. In section two, suggestions are given for reducing the paper load by creating orderly systems for handling written…

Judgments on content emphasis reflect on the commitments that teachers have to course content, their attitudes toward teaching certain areas of the curriculum, and teacher's assessment of their own competence in teaching these areas. Three questions were considered: (1) What relationship, if any, is there between an internal factor and the actual…

A random sample of 55 faculty and 593 students in 28 classes was surveyed to determine class scheduling preferences for three-semester-hour courses and to relate them to existing scheduling patterns at Moraine Valley Community College. Fifty-five percent of the students preferred two 90-minute class sessions per week, 27% preferred one three-hour…

A tool for staff involved in scheduling for the small high school, this guide takes a look at priorities, schedule design and implementation, building the master schedule, and research approaches for better scheduling. Specific teacher and student responses to various schedules are tabulated. Methods of data analysis are presented with samples of…

This study examined teachers' use of professional time when not directly with students, describing alternative time use in Germany and Japan. The study involved 21 German, Japanese, and U.S. elementary schools. Researchers collected background information on teachers' professional lives and conducted case studies of teachers' daily work, examining…

This booklet is a part of the Management for Effective Teaching (MET) support kit designed to assist elementary school teachers in planning, managing, and implementing the Fairfax County (Virginia) Public Schools' Program of Studies. This booklet contains three sections and a bibliography on management functions and tasks in the classroom. Section…