How Time Is Used to Support Teaching and Learning at The International High School at LaGuardia Community College. Teachers' Time: Collaborating for Learning, Teaching, and Leading

Autor/in	Ancess, Jacqueline
Institution	Stanford Center for Opportunity Policy in Education (SCOPE)
Titel	How Time Is Used to Support Teaching and Learning at The International High School at LaGuardia Community College. Teachers' Time: Collaborating for Learning, Teaching, and Leading
Quelle	(2017), (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Collaboration; Time Management; Cooperative Learning; Time Factors (Learning); Scheduling; Faculty Development; Communities of Practice; School Schedules; Instructional Leadership; Participative Decision Making; Teacher Role; Networks; Community Colleges; International Schools; High Schools; Teamwork; Dual Enrollment; Urban Schools; New York (New York) + Suchen Sie Ihr Suchwort? Lehrerkooperation; Zeitmanagement; Kooperatives Lernen; Disposition; Community; Schulzeiteinteilung; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerrolle; Community college; Community College; International school; Internationale Schule; High school; Oberschule; Doppelstudium; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Part of the Stanford Center for Opportunity Policy in Education (SCOPE) research series titled "Teachers' Time: Collaborating for Learning, Teaching, and Leading," this case study looks at The International High School (IHS) at LaGuardia Community College in Long Island City, New York. Located in the borough of Queens, IHS is co-located in a low-rise building with another small New York City public school, Middle College High School (MCHS). Across the street is LaGuardia Community College, IHS's partner institution of higher education where IHS students take college courses. HIS has a population of 518 students who come from 54 countries. IHS demonstrates how a sense of agency and an activist approach to the conditions of schooling can create opportunities for innovative uses of time. IHS's commitment to a vision and philosophy of school as a collaborative community that gives teachers a powerful role in collaborating on decisions governing the conditions of their teaching, students' learning, and the faculty's professional growth, support, and evaluation has encouraged teachers to support, buy into, and indeed, author innovations required to enact the IHS model over time. [For the cross-case study, "Teachers' Time: Collaborating for Learning, Teaching, and Leading. Time Matters: Teacher Collaboration for Learning and Leading," see ED591145. For the Research Brief, see ED591147.] (As Provided).
Anmerkungen	Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01