Flexible Scheduling: Making the Transition
Fuente:
ERIC Institute of Education Sciences
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|---|---|
| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2008
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| _version_ | 1867181345605681153 |
|---|---|
| author | Creighton, Peggy Milam |
| author_facet | Creighton, Peggy Milam Creighton, Peggy Milam |
| collection | Education Resources Information Center |
| contents | Flexible Scheduling: Making the Transition Creighton, Peggy Milam Flexible Scheduling School Libraries Administrative Change Change Strategies Citing literature that supports the benefits of flexible scheduling on student achievement, the author exhorts readers to campaign for flexible scheduling in their library media centers. She suggests tips drawn from the work of Graziano (2002), McGregor (2006) and Stripling (1997) for making a smooth transition from fixed to flexible scheduling: (1) Enlist the support of the principal; (2) Involve members of the school staff in creating a shared vision; (3) Demonstrate that flexible scheduling will meet a specific need; (4) Develop a planning team; (5) Study models that have worked well; and (6) Develop collaborative personality traits. (Contains 1 table.) |
| format | Recurso educativo Open Access |
| id | eric_EJ784573 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2008 |
| record_format | eric |
| spellingShingle | Flexible Scheduling: Making the Transition Creighton, Peggy Milam Flexible Scheduling School Libraries Administrative Change Change Strategies Flexible Scheduling: Making the Transition Creighton, Peggy Milam Flexible Scheduling School Libraries Administrative Change Change Strategies Citing literature that supports the benefits of flexible scheduling on student achievement, the author exhorts readers to campaign for flexible scheduling in their library media centers. She suggests tips drawn from the work of Graziano (2002), McGregor (2006) and Stripling (1997) for making a smooth transition from fixed to flexible scheduling: (1) Enlist the support of the principal; (2) Involve members of the school staff in creating a shared vision; (3) Demonstrate that flexible scheduling will meet a specific need; (4) Develop a planning team; (5) Study models that have worked well; and (6) Develop collaborative personality traits. (Contains 1 table.) |
| title | Flexible Scheduling: Making the Transition |
| topic | Flexible Scheduling School Libraries Administrative Change Change Strategies |
| url | https://eric.ed.gov/?id=EJ784573 |