dc.contributor.author | Watterston, Jim | |
dc.contributor.author | Zhao, Yong | |
dc.date.accessioned | 2023-06-13T16:22:11Z | |
dc.date.available | 2023-06-13T16:22:11Z | |
dc.date.issued | 2023-05-03 | |
dc.identifier.citation | Watterston, J., & Zhao, Y. (2023). Rethinking the time spent at school: Could flexibility improve engagement and performance for students and teachers?. Prospects, 1–8. Advance online publication. https://doi.org/10.1007/s11125-023-09638-9 | en_US |
dc.identifier.uri | https://hdl.handle.net/1808/34353 | |
dc.description.abstract | Is it possible to reduce the time students spend in classrooms and schools? Would such a reduction be better for learning and retaining teachers? How should learning be more flexibly enacted in the post-pandemic era? This article discusses the possibilities of rethinking school participation and calls for schools to reconsider the necessity and costs/benefits of forcing students and teachers to be physically present in schools for the traditional 5 days a week. | en_US |
dc.publisher | Springer | en_US |
dc.rights | © The Author(s) 2023. | en_US |
dc.subject | School time | en_US |
dc.subject | Learning time | en_US |
dc.subject | Education innovations | en_US |
dc.subject | School reforms | en_US |
dc.subject | COVID-19 | en_US |
dc.subject | Four- day school week | en_US |
dc.title | Rethinking the time spent at school: Could flexibility improve engagement and performance for students and teachers? | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Zhao, Yong | |
kusw.kudepartment | Educational Leadership and Policy Studies | en_US |
dc.identifier.doi | 10.1007/s11125-023-09638-9 | en_US |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.identifier.pmid | PMC10155142 | en_US |
dc.rights.accessrights | embargoedAccess | en_US |