Block Scheduling for the Middle Level: A Cautionary Tale about the Best Features of Secondary School Models
Block Scheduling for the Middle Level: A Cautionary Tale about the Best Features of Secondary School Models
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中级分块调度：关于中学模型最佳特征的警示故事
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发表时间：
2002
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通讯作者：
Donald G. Hackma
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文献类型：
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作者：
Donald G. Hackma
发展响应中学的标志之一是存在灵活的组织结构（国家中学协会，1995年）。有效的中学提供时间块，允许跨学科团队根据教学和学习需要自主分组和重新分组学生。虽然学校日的任何划分都是武断的，但决定如何划分一天对学校的成功至关重要。由于“飞行学校可以克服无效时间表的障碍”（乔治和亚历山大，1993年，第365页），一个设计不良的时间表可以单手破坏学校教师创造和维持一个真正响应新兴青少年需求的学校环境的能力。近年来，高中教师也开始意识到良好设计的重要性
One of the hallmarks of a developmentally responsive middle school is the existence of flexible organizational structures (National Middle School Association (NMSA), 1995). Effective middle schools provide blocks of time that allow interdisciplinary teams the autonomy to group and regroup students in accordance with instructional and learning needs. Although any division of the school day is admittedly arbitrary, deciding how to divide the day can be crucial to school success. Since "[flew schools can overcome the barriers of ineffective schedules" (George & Alexander, 1993, p. 365), a poorly designed schedule can single-handedly destroy the ability of a school faculty to create and sustain a school environment that is truly responsive to the needs of emerging adolescents. In recent years, high school faculties have also begun to realize the significance of a well-designed