TY - BOOK ID - 107774270 TI - Telling tales over time : calendars, clocks, and school effectiveness AU - Weiss, Joël. AU - Brown, Robert S. PY - 2013 SN - 9789462092631 9789462092624 946209263X 9462092621 9462092613 9789462092617 9789462092617 PB - Rotterdam : Sense Publishers, DB - UniCat KW - Teaching KW - onderwijs KW - PBIB KW - Onderwijs KW - Tijd KW - Leren KW - Geschiedenis KW - Schoolorganisatie KW - Pedagogiek KW - Schedules, School. KW - School management and organization. KW - Schools KW - School environment. KW - Environment, School KW - Educational sociology KW - Public institutions KW - Education KW - Administration, Educational KW - Educational administration KW - Inspection of schools KW - Operation policies, School KW - Policies, School operation KW - School administration KW - School inspection KW - School operation policies KW - School organization KW - Management KW - Organization KW - Class schedules KW - High schools KW - School calendars KW - School schedules KW - School management and organization KW - School year KW - Evaluation. KW - Inspection KW - Management and organization KW - Schedules KW - Curricula UR - https://www.unicat.be/uniCat?func=search&query=sysid:107774270 AB - How do calendars and clocks influence considerations of school effectiveness? From the creation of compulsory education to the future of virtual schooling, Weiss and Brown trace two centuries of school practices, policies and research linking the concept of time with ‘opportunity to learn’. School calendars and clocks are shaped by both the physical and social worlds, and the ‘clock of schooling’ is shown to be one of the ‘great clocks of society’ that helps to frame school effectiveness. School time does not operate in a vacuum, but within curriculum, teaching and learning situations. The phrase ‘chrono-curriculum’ was devised by the authors as a metaphor for exploring issues of school effectiveness within the time dimension. Using American and Canadian sources, stories are created to illustrate four themes about time and school effectiveness. The first three stories utilize access, attendance and testing as criteria associated with these eras of schooling. How will the story read in the fourth era, the digital age, which forces us to a reconsideration of time and its influence on education? Quoting David Berliner in his Foreword: “ this is an opportune time for these authors to bring us insights into the reasons we in North America created our public school systems, and how the chrono-curriculum influences those systems. The authors’ presentation of our educational past provides educators a chance to think anew about how we might do schooling in our own times.”. ER -