What are teachers' perceptions of time? How do they cope with the complex tasks of managing time? How is time experienced differently in various subject matters? These questions and others are addressed in this book. The editors bring an international perspective to the collection, as do the contributors, who include David C. Berliner, Sally Brown, F. Michael Connelly, John Olson, and Thomas A. Romberg. The 13 chapters, grouped into four parts, represent varied approaches and methods of study: theoretical contributions, case studies, and quantitative investigations. Part I provides a state-of-art review of research about time in schooling, followed by a discussion of recent conceptual developments. Part II presents studies of teacher's perceptions of time in different cultures. Part III deals with the concept of time in teaching various subject-matter areas. Part IV looks at time in transition contexts - from student teacher to teacher and from teacher to principal. Throughout the book, time is examined from the perspective of practitioners, yielding important insight into teaching-learning situations in classrooms.
Of special interest to researchers in education, this edited collection will also be a useful resource for courses in teacher education, educational psychology, and educational administration, as well as for inservice workshops for teachers.