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An integral part of any attempt to restructure a school is the need to create time for the school staff to help design, endorse, and enact that reform. All of these activities must be accomplished in addition to the time demands of the school day. Based on a review of the relevant education and business literature as well as interviews with representatives of over 40 organizations involved in changing schools, this report details the role time plays in successfully planning the strategies and tactics of reform. In addition, the study constructs an inventory of six general approaches supplemented by specific examples of devices that create opportunities for teachers to meet, train, observe, and reflect. Finally, the report recommends steps all the parties to education reform could take to address better the issue of creating adequate time for reform.
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Electric power production --- Magnetohydrodynamic generators --- Magnetohydrodynamic generation --- Congresses.
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Business and education --- Youth with social disabilities --- College attendance --- Compensatory education --- Education (Secondary) --- Education (Higher) --- College Bound Program.
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In 1989, the Department of Defense Dependents Schools began implementing a staff development program intended to develop individual teachers professionally; train administrators to become more knowledgeable classroom observers; and most importantly, strengthen the collegiality among teachers and administrators. RAND evaluated the implementation of this program for three years, developing annual snapshots of progress at 12 schools in Germany. The results illustrate how difficult it is to sustain school-level change: Competing activities and programs often diverted attention; concern about a drawdown in the school system preoccupied some schools (as did events in the Middle East); and in many of the schools, the expectations did not include changing the school culture. Conversely, where schools expected a culture change and found ways to make other activities and initiatives complement the program, the program had a more sustained effect. The data underscored the extent to which implementation was influenced by a school's receptivity to change
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