Year-Round Schooling: A Catalyst for Pedagogical Change

Authors

  • Carolyn M. Shields
  • Linda J. LaRocque

DOI:

https://doi.org/10.11575/ajer.v44i4.54751

Abstract

In this article we argue that the implementation of a year-round school calendar served as a catalyst for innovations in teaching and learning and for school-level capacity-building by facilitating teachers' planning, formal and informal talk about teaching and learning, teamteaching, philosophically based programmatic changes, and a culture that supports innovation. We conclude that receptivity to change and ability to make conceptual links are keys to improving the learning environment for students and that whether the impetus is first- or second-order, structural or conceptual, is less important than is sometimes believed.

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Published

1998-12-01

How to Cite

Shields, C. M., & LaRocque, L. J. (1998). Year-Round Schooling: A Catalyst for Pedagogical Change. Alberta Journal of Educational Research, 44(4). https://doi.org/10.11575/ajer.v44i4.54751

Issue

Vol. 44 No. 4 (1998): Winter 1998

Section

ARTICLES

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