المؤلفون: Kaplan, Claire, Chan, Roy, Farbman, David A., Novoryta, Ami, National Center on Time & Learning

المصدر: National Center on Time & Learning. 2015.

Peer Reviewed: N

Page Count: 76

Sponsoring Agency: Joyce Foundation

Descriptors: Extended School Day, Extended School Year, Faculty Development, Teacher Collaboration, Lesson Plans, Summer Programs, Inservice Teacher Education, Coaching (Performance), Observation, Data, Decision Making, Instruction, Teacher Empowerment, Elementary Schools, High Schools, Middle Schools, Time Management, Elementary School Teachers, Middle School Teachers, Secondary School Teachers

مصطلحات جغرافية: Arizona, California, Colorado, Connecticut, Illinois, Louisiana, Massachusetts, New Jersey, New York, Ohio, Pennsylvania, Tennessee, Texas

المؤلفون: Houtchens, Bobbi Ciriza

المصدر: The English Journal, 1997 Apr 01. 86(4), 64-67.

URL الوصول: https://www.jstor.org/stable/821005

المؤلفون: Newbill, Paula B.

المصدر: The French Review, 2010 Oct 01. 84(1), 100-112.

URL الوصول: https://www.jstor.org/stable/25758337

المصدر: The American Biology Teacher, 2014 Mar . 76(3), 158-159.

URL الوصول: https://www.jstor.org/stable/10.1525/abt.2014.76.3.2

المؤلفون: Clough, Michael P., Smasal, Randal J., Clough, Douglas R.

المصدر: The Science Teacher, 2000 Jan 01. 67(1), 51-51.

URL الوصول: https://www.jstor.org/stable/24153870

المؤلفون: Carroll, Joseph M.

المصدر: The Phi Delta Kappan, 1994 Oct 01. 76(2), 104-113.

URL الوصول: https://www.jstor.org/stable/20405272

المؤلفون: Spencer, P. R.

المصدر: The Elementary School Journal, 1923 Feb 01. 23(6), 423-427.

URL الوصول: https://www.jstor.org/stable/994951

المؤلفون: Overn, A. V.

المصدر: The Elementary School Journal, 1931 Sep 01. 32(1), 34-43.

URL الوصول: https://www.jstor.org/stable/996527

المؤلفون: Baer, Joseph A.

المصدر: Educational Research Bulletin, 1925 Sep . 4(13), 278-288.

URL الوصول: https://www.jstor.org/stable/1470306

المؤلفون: Carrothers, George E.

المصدر: The School Review, 1933 Mar 01. 41(3), 175-181.

URL الوصول: https://www.jstor.org/stable/1081024