This paper applies concepts from organizational theory as well as physics to elucidate the role of time in the US education system’s efforts to recuperate from the pandemic. This paper contributes to an important body of work focusing on implementation of reform efforts in education that use time in innovative ways.
The COVID-19 pandemic disrupted time in educational organizations and, thus, for educators and students. Time has been a vital tool for educational reform, yet many applications of organizational theory and literature on educational change neglect to underscore its importance. The authors explore resources, guidelines and practices related to time employed to recuperate from pandemic-related disruptions to schooling.
The authors discuss three cases in which time has been utilized to recover from the COVID-19 pandemic: (1) accelerated learning; (2) extended time; and (3) redeveloped professional learning. For each case, the authors demonstrate how time has been conceptualized and how leaders are stretching the space-time of schooling to provide resources and learning opportunities to students and educators.
This article describes how district and school leaders can draw on their agency to reshape time-use in educational organizations.
This article advances an innovative framework demonstrating the importance of time in educational change. The authors also portray innovative models that provide time for students to receive an array of responsive, equity-centered, academic and SEL opportunities and for educators to collaborate, continuing their own development amid the ever-shifting Covid-context.
