Word: timed
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Dates: during 1950-1959
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...other schools, summer operation would also present certain peculiar difficulties: requirements for promotion in many public schools, for example, presume that teachers can study during the summer, and gain additional academic credits. And both public and private schools face the risk that working full-time might make a teacher "stale." This danger is especially acute in boarding schools like Exeter, for when the teacher lives in the same building with students and sees them a great deal outside the classroom, teaching becomes a full-time job, instead of an "hours only" occupation. In colleges where the work load...
...risk of decreased educational efficiency outweighed all the advantages of a four-term year. Against the additional attractions for potential teachers, the committee felt that fatigue and the difficulties of rehousing those who were not teaching during a particular term were serious problems. Against the economies of full-time operation, the opposition of parents and students was a decisive obstacle...
...that something must be done to make the summer educationally productive. A vacation period may be vital to the maturing process and education outside the classroom, but it is inefficient, not only because it wastes plant hours, but also because it fails to utilize a third of teachers' available time...
...work they failed to master during the regular year. And even in the relatively long existence of college summer schools, the session has generally been regarded as something for those with unusual needs or interests--teachers or exceptional students who want or need to spend more of their time in classes...
...addition, Stanford has a branch in Stuttgart, Germany, which grants full academic credit for courses taken. The combination of these options gives Stanford one of the most flexible academic programs in the country--a student can take a vacation any time he wishes, finish college in three years, or gain degree credit while living abroad...