NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED449123
Record Type: Non-Journal
Publication Date: 2000-Aug
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching in Year-Round Schools. ERIC Digest.
Kneese, Carolyn
The year-round calendar is an increasingly popular alternative to the traditional 9-month school calendar. This digest examines the benefits and challenges of teaching in year-round schools. Year-round schools may be on a single-track or multi-track schedule. Single-track schedules call for an instructional year of 180 days with short breaks interspersed throughout. Multi-track schedules stagger the instructional and vacation/intercession periods of each track throughout the entire year, so some students are receiving instruction while others are on vacation. Perceived benefits for teachers include: improved pay or work schedules; facilitation of educational improvements; and enhancement of the climate of professionalism. Perceived challenges for teachers include: organizational issues (e.g., sharing classrooms and leadership of extracurricular activities with other teachers); continuing education (finding time to schedule professional development); and conflicts in personal scheduling (e.g., teachers' children attending school on different calendars than their parents). Typically, the more teachers are exposed to year-round education, the more they like it, but the process of changing to such a schedule can create stress for them until they have time to adapt. (Contains 20 references.) (SM)
ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free); e-mail: query@aacte.org. For full text: http://www.ericsp.org.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.