A r c h i v e d  I n f o r m a t i o n

The Uses of Time for Teaching and Learning - October 1996


Acknowledgments

Our study of The Uses of Time for Teaching and Learning has benefitted from the cooperation, observations, and advice of many individuals. We are particularly indebted to our U.S. Deparment of Education (ED) project monitor, Ron Anson, who has pushed us when we needed to be pushed while simultaneously allowing us the latitude to implement a research and dissemination design that does justice to the broad and diffuse nature of the study's theme. We would also like to thank Carol Chelemer, also of ED, who has taken a particular interest in the research themes of our study.

A key factor in successful completion of the study has been the full cooperation of administrators and teachers at the 14 case study sites. They gave generously of their time--the time that, in this technical report, we describe as being in such short supply. We are sorry to have added to their burden but, at the same time, are privileged to be able to share their experiences with others in the field who may learn from it.

The study has also profited from the ideas of a number of technical reviewers. Particularly in the early months of the effort, Jomills Braddock, Rex Brown, Henry Levin, Karen Seashore Louis, Arthur Powell, and Joseph Salvati helped us conceptualize an overall study design that could do justice to the multiple themes of quantity and quality of educational time in and out of school. They particularly encouraged us to think creatively about dissemination vehicles beyond this required technical report. While we did not produce a videotape, we did develop a number of innovative products, including a case book about teacher time in teachers' own voices and a volume of "timely ideas" about ways in which formal and nonformal educators can work collaboratively.

Over the life of the study, the study team experienced some ebb and flow. The authors of this final technical report want to thank all of their colleagues and former colleagues at Policy Studies Associates who made contributions, including: Janie Funkhouser, Dan Humphrey, Matthew Janger, Karen Walking-Eagle, Eric Rosenthal, Brenda Turnbull, Angela Williams, and Peter Youngs. Acting in a consultant capacity, Sheila Rosenblum extended our conceptual and analytic capabilities, particularly with regard to lessons learned from the residential schools and programs that we visited.

Finally, Ben Lagueruela of Policy Studies Associates copy edited portions of the technical report manuscript, and Kimberly Thomas made the exhibits presentable. Together, they oversaw final production. We appreciate their attention to clarity and detail.
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[Preface]  [Table of Contents]  [Introduction]