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ERIC Number: ED349666
Record Type: RIE
Publication Date: 1992
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-873882-09-2
The Longer School Day and Five Term Year in CTCs: Some Initial Observations.
Hagedorn, Julia
To satisfy the requirements of the British national curriculum and to provide greater emphasis on the teaching of mathematics, science, and technology, city technical colleges (CTCs) have adopted a longer working week and, in several cases, a longer school year. This document examines outcomes of the longer school day and the five-term year, 4 years after implementation. Data were derived from an informal survey of principals, teachers, and students in participating CTCs. Following the summary, the introduction compares class hours per week and the number of school days per year among the EEC countries. Findings indicate that the new schedules have resulted in enriched curricula, increased teacher workload, holiday scheduling conflicts, and high attendance rates. Students reported that they liked the five-term year and extended school day because the curriculum was exciting; however, teacher reactions were mixed. One figure and two tables are included. Appendices contain information on the length of school days in the CTCs, the four-term school year, curriculum modules, past attempts to change the school day, enrichment activities at two CTCs, and student electives. (LMI)
General Editor of Publications, CTC Trust, 15 Young St., London W8 5EH, England, United Kingdom.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: City Technology Colleges Trust Ltd., London (England).
Identifiers: Great Britain
Note: Number 5 in a series of CTC Trust publications.