A Project Focusing on Superintendents' Knowledge of Evidence-Based Practices of Structuring Time for Student Learning

This report describes a problem based learning project focusing on superintendents' knowledge of evidence-based practices of structuring time for student learning. Current research findings offer evidence that structuring time for student learning is an important factor in student achievement. School district superintendents are challenged with the issue of structuring time for optimal student learning and maintaining ideal transportation routes, school activities, and community support. The goal of this project was to determine if superintendents possess knowledge of structuring time for optimal student learning and apply those various strategies to effectively structure time in their districts' school scheduling process.;Three strategies were identified to effectively structure time for optimal student learning through a review of literature. The strategies are: alternative calendars, start times, and flexibility for mastery within the daily schedule. The definition for each strategy was created through research in literature and review of an expert panel, which resulted in the definitions used in the project. A set of interview questions and an analysis instrument were developed for use during conversations with superintendents to determine the superintendents' knowledge and application of structuring time for optimal student learning. The qualitative analysis of the superintendent interviews concluded even though each superintendent interviewed recognized some of the knowledge and research supporting structuring time for optimal student learning, none identified application of all strategies suggested by literature. Furthermore, other circumstances were recognized that seemed to affect superintendents' application of structuring time for optimal student learning. Recommendations were made to superintendents. The goal of the recommendations was to improve the superintendents' knowledge and application of structuring time for optimal student learning for future scheduling processes that occur at the district and building level.