| 翻訳と辞書 |
| Expanded learning time ： ウィキペディア英語版 |
Expanded learning time
Expanded learning time (ELT) is a strategy employed by schools in the United States to redesign their school days and/or years in order to provide students, particularly in communities of concentrated poverty, with substantially more and better learning time. ELT is often a core element of school improvement or turnaround efforts, such that other practices like teacher collaboration, data-driven instruction, and integrated enrichment can be more effectively implemented. ELT differs from associated efforts like after-school programs or expanded learning opportunities (ELOs) because ELT requires all students in a given school to attend the longer day and/or year, and the additional time becomes a dependent component of the school’s educational practices and objectives.
==History of the United States public school calendar==
The traditional public school calendar in the United States is an average of 180, 6.5-hour days across the year. The school year often begins in late August or early September and ends by early or mid-June.〔Tammy Kolbe, University of Connecticut / Mark Partridge, Florida State University / Fran O’Reilly, (), ‘’National Center on Time & Learning’’, 2008〕 This norm emerged over the latter half of the nineteenth century, and while the states are still responsible for defining their mandatory hours and days, the majority of states have adopted something close to the traditional calendar.〔
A major catalyst for the development of the uniform school calendar was the creation of compulsory education. Before the American Civil War, publicly funded education existed; however, there was no requirement for children to attend school. Additionally these public schools had two distinct calendars: rural and urban. The rural calendar typically operated for at most six months of the year, with most school days taking place during the winter, giving credence to the belief that the current system is based on the agrarian calendar. On the other hand, the urban calendar was much longer, in some cases almost year round, to correspond with the round-the-clock approach of the industrial sector〔http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED433603&ERICExtSearch_SearchType_0=no&accno=ED433603〕
During the decades between the American Civil War and World War I, compulsory education became more widespread, as the economic incentive for developing an educated workforce grew. Massachusetts began the movement when, in 1852, it required youths aged 8–14 to attend at least 12 weeks of school; the requirement had increased to 32 weeks by 1902. New York was another leader in the compulsory education movement, passing a law in 1874 requiring youths aged 8–14 to attend school for 14 weeks; over the next 50 years, the requirement slowly increased, settling at 180 days by 1921. In both Massachusetts and New York, the number of days represented a compromise between the shorter instructional year of rural schools and the year-round availability of school in urban areas. Since about 1920, the traditional school year has become a legal and cultural norm.〔http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED433603&ERICExtSearch_SearchType_0=no&accno=ED433603)〕
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
■ウィキペディアで「Expanded learning time」の詳細全文を読む
スポンサード リンク
| 翻訳と辞書 : 翻訳のためのインターネットリソース |
Copyright(C) kotoba.ne.jp 1997-2016. All Rights Reserved.
|
|