ERIC Number: EJ736599
Record Type: Journal
Publication Date: 2006-Apr
Reference Count: 3
Essential Scheduling Practices for High-Performing Schools with Career Academies/SLCs
Techniques: Connecting Education and Careers, v81 n4 p42-44 Apr 2006
Research has shown that there are essential scheduling practices for high-performing schools that have been able to implement innovative "nontraditional" schedules. What these have in common is the focus on personalized learning environments for students. Personalized learning can mean career academies/smaller learning communities (SLCs), in which large comprehensive high schools are made into schools within a school. They might also consist of adviser/advisee programs and other structures designed to keep students from slipping through the cracks. Through the implementation process, high-performing schools that focus on personalized learning experiences for students realize that the traditional high school schedule too often gets in the way of positive teaching practices that can have an impact on student learning. It has been well documented that many schools have been less than successful when attempting to implement personalized programs (Payne, 2001). The high-performing schools that have succeeded in this quest have done so by creating sustainable environments of collaboration and ownership. In support of these environments are practices common to their implementation of new school structures.
Descriptors: Flexible Scheduling, Program Implementation, High Schools, Educational Practices, Educational Environment, High School Students, Models, Student Needs, Career Academies, Educational Change
Association for Career and Technical Education (ACTE) Headquarters, 1410 King Street, Alexandria, VA 22314. Tel: 703-683-3111.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Authoring Institution: N/A