The views of teachers toward the Balanced Day schedule in one elementary school in southern Ontario

Using a case study method to describe the experience of the teachers of five Ontario elementary schools to implement the Balanced Day schedule in the 2004-2005 school year, data sources included questionnaires completed by teachers from the pilot schools, which were administered at the beginning of the year and at the end of the year, and three focus group interviews from one school, conducted twice during the year. Findings indicate that, overall, teachers perceived the Balanced Day to be more effective than the traditional schedule for student learning, and that the schedule also resulted in changes to their own instructional practices that positively impacted student learning.