This article concentrates on the question what kind of model--conceptual and statistical--can serve as a good working model for the study of learning and teaching processes qua processes. We claim that a good way of answering this question is to begin by observing a teaching and learning process as, where, and when it occurs. In addition, a…

Increasing knowledge integration has gained wide-spread support as an important goal in engineering education. The Chemical Engineering Pillars curriculum at the University of Pittsburgh, unique for its use of block scheduling, is one of the first four-year, integrated curricula in engineering, and is specifically designed to facilitate knowledge…

Qualitative research was conducted in a large suburban school district implementing co-teaching as a new service delivery model for special education. Researchers examined the changes that resulted from the new service delivery model using a socio-technical systems lens. This framework views schools as open systems that contain a structural, task,…

Purpose: A recent development in England is the emergence, under various names, of groups of schools working together in a variety of collaborative ways. Such diversification enjoys broad political support. In this paper, the author aims to argue that the trend is potentially a radical transformation of the school system as a whole. The concepts…

A realistic production schedule helps deliver college publications on time. This requires team effort and a spirit of cooperation, specific task scheduling, using tickler systems to keep staff on track, not allowing procrastination, and setting aside planning time. (MSE)

An approach to campus planning and renewal during declining enrollment is described. The process uses computer programing to integrate seven factors: building suitability to program, schedule, existing commitments, cost, effect on general use spaces, campus planning compatibility, and disturbance of current assignments of units not in the study.…

Elements aiding block-scheduling implementation at an Ohio Catholic school include a supportive principal, systems thinking, adequate time and resources, benchmarks for quality, responsible faculty decision making, readiness-based staff development, democratic process, process/content coordination, a nonthreatening learning environment, and…