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Trying to Beat the Clock

其他書名	Uses of Teacher Professional Time in Three Countries
出版	U.S. Department of Education, Office of Policy and Planning, 1998
URL	http://books.google.com.hk/books?id=CXelmgEACAAJ&hl=&source=gbs_api

註釋This study examined teachers' use of professional time when not directly with students, describing alternative time use in Germany and Japan. The study involved 21 German, Japanese, and U.S. elementary schools. Researchers collected background information on teachers' professional lives and conducted case studies of teachers' daily work, examining traditional and innovative schools. This report presents study data in eight chapters: (1) Introduction; (2) The Structures of Elementary School Teaching in Three Countries: An Overview of Education Systems in the United States, Germany, and Japan; (3) Teachers' Required School Day in the U.S., Japan, and Germany: a Quantitative Look; (4) The Structure and Uses of Teachers' On-the-Clock Professional Time without Students; (5) Improving the Quality of On-the-Clock Professional Time; (6) Above and Beyond: Teachers' Work Off-the-Clock; (7) Teachers and Students: The Psychology of Time and Space; and (8) Summary. Overall, Japanese teachers have slightly more weekly planning time than U.S. teachers, with more sustained planning time blocks after school. German primary school days are shorter than U.S. primary school days. Teachers' planning and preparation occur at home. Older German and Japanese elementary students are taught by specialist teachers during some periods, with classroom teachers having other assignments during those periods. Planning time for U.S. teachers generally occurs when students go to specialist teachers. Innovative U.S. schools provide teachers with longer blocks of time and more collaborative planning time than do traditional schools. (Sm).