Teacher Perceptions of School Culture after the Change from a Semester Schedule to a Trimester Schedule

Autor/inn/en	Showell, Joseph L.; Brown, Casey Graham
Titel	Teacher Perceptions of School Culture after the Change from a Semester Schedule to a Trimester Schedule
Quelle	In: International Journal of Educational Leadership Preparation, 14 (2019) 1, S.128-146 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Teacher Attitudes; School Schedules; Semester System; Trimester System; School Effectiveness; Low Achievement; Organizational Change; Teacher Student Relationship; Teacher Collaboration; School Turnaround; Performance Based Assessment; Tutoring; Time Management; Faculty Development; Remedial Instruction; School Culture; Response to Intervention; Communities of Practice; High School Teachers; Principals; Adjustment (to Environment); Classroom Techniques; Administrator Attitudes; High School Students; Participative Decision Making; Texas + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schulzeiteinteilung; Semester; Semesterferien; Schuleffizienz; Unterdurchschnittliche Leistung; Organisationswandel; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerkooperation; Leistungsermittlung; Förderkonzept; Nachhilfeunterricht; Zeitmanagement; Förderkurs; Schulkultur; Schulleben; Community; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Klassenführung; Student; Students; Schüler; Schülerin; Studentin
Abstract	The participants of this phenomenological study were employed at a school that previously was not performing on assessments at a level equal to schools in the state comparison group. Due to low student achievement, school leaders explored pathways to improve instruction and changed the school schedule from a semester schedule to a trimester schedule in hopes of improving student and teacher performance. The perceptions of 11 educators who participated in the organizational change of the school schedule were examined. Themes emerged following a review of the interview data. The teachers perceived that they were unprepared for the pace of the trimester. They believed that students who took ownership of their learning were academically successful on the trimester schedule, but that trimester scheduling hindered relationship development with students. The teachers perceived that a strong sense of teacher collaboration existed under both schedules, but was impacted negatively when planning and training times were not shared. (As Provided).
Anmerkungen	International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01