The teachers at this elementary school worked hard, but did not appear to know how to work smart. They struggled with time management, priority and goal setting and the creation of class schedules that met the required subject allocations for core subjects. They had difficulty with effective integration of specialty classes, and meeting the diverse academic/behavior needs of their students. A school-wide revised scheduling system was developed and implemented in an effort to help teachers to work smarter and not harder. The implementation of a Parallel Block Scheduling System provided adequate instructional time for the core subjects, intervention, enrichment, special services, encore classes, and common planning time for teachers during the school day. As a result of this implementation, teachers were able to improve the quality use of school time, effectively meet students’ needs, improve overall academic achievement and reach school goals.
","abstract_html":"<p>The teachers at this elementary school worked hard, but did not appear to know how to work smart. They struggled with time management, priority and goal setting and the creation of class schedules that met the required subject allocations for core subjects. They had difficulty with effective integration of specialty classes, and meeting the diverse academic/behavior needs of their students. A school-wide revised scheduling system was developed and implemented in an effort to help teachers to work smarter and not harder. The implementation of a Parallel Block Scheduling System provided adequate instructional time for the core subjects, intervention, enrichment, special services, encore classes, and common planning time for teachers during the school day. As a result of this implementation, teachers were able to improve the quality use of school time, effectively meet students’ needs, improve overall academic achievement and reach school goals.</p>","abstract_has_math":false,"creators":["Marion-Howard, Lisa Michelle"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Geri Chesner","Dr. Karen Tardrew","Dr. James Fitzpatrick"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-01T07:00:00Z","date_published":"2016-05-01T07:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["elementary school scheduling","Curriculum and Instruction","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/178","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Geri Chesner","Dr. Karen Tardrew","Dr. James Fitzpatrick"]},{"key":"dc:creator","label":"Author","values":["Marion-Howard, Lisa Michelle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-07-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["elementary school scheduling","Curriculum and Instruction","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/178"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The teachers at this elementary school worked hard, but did not appear to know how to work smart. They struggled with time management, priority and goal setting and the creation of class schedules that met the required subject allocations for core subjects. They had difficulty with effective integration of specialty classes, and meeting the diverse academic/behavior needs of their students. A school-wide revised scheduling system was developed and implemented in an effort to help teachers to work smarter and not harder. The implementation of a Parallel Block Scheduling System provided adequate instructional time for the core subjects, intervention, enrichment, special services, encore classes, and common planning time for teachers during the school day. As a result of this implementation, teachers were able to improve the quality use of school time, effectively meet students’ needs, improve overall academic achievement and reach school goals.
"]},{"key":"dc:title","label":"Title","values":["Work Smarter, Not Harder: Reshape Elementary School Scheduling Practices with an Implementation of a Parallel Block Scheduling System as a Means to Effectively and Efficiently Reach School Goals"]}]}],"canonical_facts":{"dc:contributor":["Dr. Geri Chesner","Dr. Karen Tardrew","Dr. James Fitzpatrick"],"dc:creator":["Marion-Howard, Lisa Michelle"],"dc:date.available":["2016-07-25T07:00:00Z"],"dc:description.abstract":["The teachers at this elementary school worked hard, but did not appear to know how to work smart. They struggled with time management, priority and goal setting and the creation of class schedules that met the required subject allocations for core subjects. They had difficulty with effective integration of specialty classes, and meeting the diverse academic/behavior needs of their students. A school-wide revised scheduling system was developed and implemented in an effort to help teachers to work smarter and not harder. The implementation of a Parallel Block Scheduling System provided adequate instructional time for the core subjects, intervention, enrichment, special services, encore classes, and common planning time for teachers during the school day. As a result of this implementation, teachers were able to improve the quality use of school time, effectively meet students’ needs, improve overall academic achievement and reach school goals.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/178"],"dc:subject":["elementary school scheduling","Curriculum and Instruction","Education"],"dc:title":["Work Smarter, Not Harder: Reshape Elementary School Scheduling Practices with an Implementation of a Parallel Block Scheduling System as a Means to Effectively and Efficiently Reach School Goals"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:25Z"}