NECTLNational Education Commission on Time and Learning
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Reforms demand that teachers improve subject matter knowledge and pedagogical skills, understand cultural and psychological factors that affect student learning, and assume new and greater responsibilities for curriculum, assessment, and professional collaboration (Bull, Buechler, Didley, & Krehbiel, 1994; Corcoran, 1995; NECTL, 1994).
The categories in the survey directly correspond to the most often cited obstacles in promoting effective professional development of time, scheduling, and continuing education requirements (Darling-Hammond, 2000; NCTAF, 1996; NECTL, 1994).