The most direct way to gauge the quality of instruction is to observe what is happening in classrooms. However, the use of observations to transform instruction varies widely. In this article, the authors describe some tools in use in one district for leveraging change in practice once the data are collected. They also provide some guidelines to…

In this second phase of the School District of Lodi study concerning kindergarten scheduling, the question, "What are the long-range effects of the full day/alternate days schedule?" was addressed. In an effort to answer the question, the following took place: (1) the literature was reviewed; (2) teachers from grades 1, 2, and 3 were…

Results from a study conducted by the project staff of the Amherst Elementary School in Amherst, Wisconsin, during the fall of 1980 to determine which of three types of kindergarten programs would be most advantageous to the School District of the Tomorrow River are reported. The programs investigated were full-day daily, full-day alternate day,…

A study assessed impacts on 58 schools and 286 On-Site Visitation team members of participating in a Wisconsin Secondary Vocational Education Evaluation during 1978-80. Quantitative data were collected through 402 questionnaires; 116 were sent to Local Vocational Education Coordinators (LVECs), and 286 to On-Site team members. Qualitative data…

A study of the issues involved in deciding whether to schedule kindergarten classes on a half day-every day or full day-alternate days schedule was requested by the Board of Education of the school district of Lodi, Wisconsin. A committee of teachers, administrators and parents undertook the study, which included interviews with early childhood…