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An Analysis Of Changes In Teacher Instructional Practices Under Block Scheduling In Seven Suburban High Schools
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Book Synopsis An Analysis of Changes in Teacher Instructional Practices Under Block Scheduling in Seven Suburban High Schools by : John A. Banbury
Download or read book An Analysis of Changes in Teacher Instructional Practices Under Block Scheduling in Seven Suburban High Schools written by John A. Banbury and published by . This book was released on 1998 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Block Scheduling by : Michael D. Rettig
Download or read book Block Scheduling written by Michael D. Rettig and published by Routledge. This book was released on 2013-11-20 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This bestseller shows you how block schedules can enhance learning and instruction, increase opportunities for students, and improve teachers' performance. It provides practical tools for planning and implementation.
Book Synopsis Block Scheduling by : Barry Richelsoph
Download or read book Block Scheduling written by Barry Richelsoph and published by . This book was released on 2003 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Block Scheduling by : Carol Jean Freeman
Download or read book Block Scheduling written by Carol Jean Freeman and published by . This book was released on 1996 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Block Scheduling by : Norma Jean Anderson
Download or read book Block Scheduling written by Norma Jean Anderson and published by . This book was released on 1999 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study . The purpose of this investigation was to study the effects of block scheduling in Missouri high schools on instructional strategies. The conceptual framework guiding this study is the relationship between time and teacher behavior. This study focuses on the effects of longer class periods on instructional strategies. Procedures . Using data from an initial survey of Missouri school leaders which revealed the prevalence of block scheduling in the state, schools were selected to participate in the study. Twenty-five schools using block schedules were selected. Twenty-five schools using traditional schedules were selected to serve as a comparison group. Approximately one-half of the teachers from each of the 50 schools were asked to complete a survey entitled "Survey of Missouri High School Schedules and Teaching Strategies." This survey was designed and field tested by the researcher. Findings . Six hundred seventy-eight surveys were returned from the original 1245 sent out for a 54% return rate. The statistical analysis of the dependent variables, instructional strategies, yielded the following results: (1) There is a statistically significant difference (Analysis of Variance test) in the use of the instructional strategies, discussions and research projects at the .05 level of significance. Research projects were reported in higher use in schools with traditional schedules, while the instructional strategy of discussions was reported in higher use in schools with a 10-block schedule. (2) There was also a significant correlation, as evidenced by the Pearson Product Moment Correlation, between the amount of inservice time provided to Missouri high school teachers and their use of cooperative teaching, group work, labs, and interdisciplinary teaming. Conclusions . The following conclusions were drawn: (1) The use of thirteen selected instructional strategies by Missouri high school teachers is not dependent on the type of schedule the school has. Surprisingly, the use of research projects is greater in schools with traditional schedules, while teachers in schools with 10-block schedules rated their use of discussions higher. (2) If a school decides to block schedule, teacher inservice can enhance the probable effectiveness of that schedule, especially in terms of the teachers use of four specific instructional strategies: cooperative teaching, group work, labs, and interdisciplinary teaming.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book Block Scheduling written by Don C. Adams and published by R & L Education. This book was released on 1997 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adams and Salvaterra show how block scheduling can help teachers become more creative in instructional strategies and find higher satisfaction on the job. Students' grades improve, they can complete more courses and administrators and faculty can become more student-centered, discussion-oriented, and focused on complex academic tasks. Staff development and continual training throughout the change process are keys to implementing successful changes. Block Scheduling will help each school find its own pathway to success.
Book Synopsis Implementing Block Scheduling by : Barbara J. Hagens
Download or read book Implementing Block Scheduling written by Barbara J. Hagens and published by . This book was released on 2000 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Questions & Answers About Block Scheduling by : John Brucato
Download or read book Questions & Answers About Block Scheduling written by John Brucato and published by Routledge. This book was released on 2014-04-11 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: For administrators and others involved in the transition to block schedules, this book provides answers to the complex and challenging questions raised by the curious and the skeptical. It demonstrates how to overcome obstacles to systemic school improvements.
Book Synopsis Block Scheduling in an Era of Common Core Curriculum: A Case Study of Administrators' and Teachers’ Perceptions for Classroom Practices and Academic Engagement by : Lisamarie Poveromo-Spindler
Download or read book Block Scheduling in an Era of Common Core Curriculum: A Case Study of Administrators' and Teachers’ Perceptions for Classroom Practices and Academic Engagement written by Lisamarie Poveromo-Spindler and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: BLOCK SCHEDULING IN AN ERA OF COMMON CORE CURRICULUM: ACASE STUDY OF ADMINISTRATORS’ AND TEACHERS’ PERCEPTIONSFOR CLASSROOM PRACTICES AND ACADEMIC ENGAGEMENTThe landscape of modern educational practice in the United States features aterrain that is often jagged while still being predictable in nature. The needs of studentsare varied and complex and despite the challenges faced, most leaders in the field ofeducation agree that schools should be a place that is preparatory, challenging, andengaging. In recent years, there has been a great amount of discussion and theorizing onhow to increase academic engagement within the classroom to the depth that mostprofessionals agree is needed. Through this case study, I examined block scheduling in ahigh school as a vehicle for increasing academic engagement. I studied teacher’sperceptions and understandings of strategies used to increase student achievement whichultimately led to defining academic engagement through behavioral, cognitive, andemotional lenses. With a holistic definition, I was able to study the impact of blockscheduling on academic engagement in the classroom. This case study employed the useof Charlotte Danielson’s Framework for Teaching (Danielson, 2013) as a lens forviewing the teacher’s role in securing proper engagement within the classroom andBloom’s taxonomy revised (Anderson, 2001) to determine the complexity of studentwork. I considered both the current climate and trends of education in the United Statesas well as the culture of the community in which the study was conducted. Qualitativedata regarding the effects of block scheduling on academic engagement were collected through individual interviews, observations, and analysis of artifacts particular to the casestudy site. Through synthesis of the data collected, I determined that although a blockschedule requires continued targeted professional development and by itself may notenhance classroom instruction, it can prove to be impactful on fostering meaningfulteacher-student relationships leading to a positive school climate.
Book Synopsis Modified Block Scheduling by : James Roderick Finley
Download or read book Modified Block Scheduling written by James Roderick Finley and published by . This book was released on 2000 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study . The purpose of this study was to investigate the impact of modified block scheduling on a suburban midwestern high school. Procedures . Case study research methodology was used to determine how modified block scheduling had impacted the school from the perspective of students, parents, teachers, and administrators. Findings . The following findings were identified: (1) The general perception of modified block scheduling has remained positive prior to, during, and after implementation. (2) Students, teachers, and administrators perceived that instruction had changed after the implementation of modified block scheduling. (3) The impact of instructional changes was to enhance learning opportunities for some students. (4) The modified block schedule had a positive impact on school climate. (5) The seminar period (AIM) each Thursday was used in a positive manner by some school participants and was not by others. (6) It was a concern of the teaching staff that they did not have a plan period one day a week. Teachers viewed those days without a plan period as difficult. (7) The modified block schedule appeared to be more beneficial for higher achieving students than lower achieving students. While these findings were supported by a variety of data sources, an obvious question remains. Are the perceived positive attributes of modified block scheduling in this school parallel to other schools with similar schedules? This question, in addition to others is left for further research.
Book Synopsis An Educator's Guide to Block Scheduling by : Mary M. Bevevino
Download or read book An Educator's Guide to Block Scheduling written by Mary M. Bevevino and published by Allyn & Bacon. This book was released on 1999 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational reform often brings changes which are superficial at best and artificial at worst.
Book Synopsis Action Research on Block Scheduling by : David Marshak
Download or read book Action Research on Block Scheduling written by David Marshak and published by Eye on Education. This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents the research studies which focused on "effective teaching and learning in high school block periods". 40 teachers and 10 Seattle-Puget Sound, Washington, area high schools that had already adopted some form of block-period schedule conducted these action research studies. Chapter 1 presents an analysis of these studies. Chapter 2 explores the nature of action research. Chapters 3 through 9 present the seven action research studies at the heart of the project, with critical commentaries.
Book Synopsis Horace's School by : Theodore R. Sizer
Download or read book Horace's School written by Theodore R. Sizer and published by Houghton Mifflin Harcourt. This book was released on 1992 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the late 1970s, Theodore Sizer has studied and worked among hundreds of American high schools. His research was first published in 1984 in Horace's Compromise, and since then, the scope ofally. Sizer now proposes a process of redesign which respects the best of the rich traditions of secondary schooling while doing far more to educate our youth.
Book Synopsis Intensive Scheduling by : David S. Hottenstein
Download or read book Intensive Scheduling written by David S. Hottenstein and published by Corwin. This book was released on 1998-01-21 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Who benefits if your school changes to intensive scheduling? Your teachers will have fewer students to deal with, and they'll feel less stressed. Your students will have fewer teachers to deal with, and they'll be able to focus more clearly on each subject. And you, your staff, and your students can work together to build a true learning organization. Set important goals for everyone involved: Implement a professional development program to give teachers ongoing preparation and maximize teaching effectiveness. Raise standards for your school's curriculum, and reap the benefits of regular assessments. Find out how to balance what students need to know with the skills they need to learn.
Book Synopsis An Investigation Into the Change from Block to Traditional Scheduling in Selected Alabama High Schools by : Matthew Gargis
Download or read book An Investigation Into the Change from Block to Traditional Scheduling in Selected Alabama High Schools written by Matthew Gargis and published by . This book was released on 2013 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: The traditional seven-period day has been the dominate type of class scheduling for high schools since its conception in the early 1900s. The only current alternative is the block schedule, which was adopted by high schools to offer more progressive pedagogic practices tailored to college preparation. Block scheduling allows teachers extra time during class periods and lowers the number of courses students must prepare for each day. Many schools in northwest Alabama adopted this timetable in the early 1990s. However, many are now reverting to traditional scheduling. There is no research on the reasons for this revision and no studies on its mode of implementation. Accordingly, this study investigates why particular school systems in the region decided to return to traditional scheduling and examines the administrative process by which the change was effected. The researcher employed a multiple case study approach involving three school systems in northwest Alabama. Data were gathered through interviews of school employees who had experience on both schedules and were employed in the system when the change of schedule occurred. Administrators, teachers, and school counselors were interviewed. The primary reason all three school systems changed schedules was to save money. In contrast to the earlier move to block scheduling, the recent change was quick with little input from teachers and no professional development.
Book Synopsis The Impact of Block Scheduling on Student Achievement, Attendance, and Discipline at the High School Level by : Smooth (Poet)
Download or read book The Impact of Block Scheduling on Student Achievement, Attendance, and Discipline at the High School Level written by Smooth (Poet) and published by . This book was released on 2011 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the impact block scheduling has on (a) student academic achievement, discipline, and attendance, and (b) administrator, teacher, and student perceptions. The study compared 2005-2010 data from a high school utilizing the A/B block schedule and a high school under a traditional schedule, in one suburban school district. The study used mixed methods. The quantitative data described, analyzed, and interpreted reading and math FCAT [Florida Comprehensive Achievement Test] scores, attendance rates, and discipline referrals from 2005-2010. A total of seven repeated ANOVAs were conducted to analyze the difference between the two schedule designs with respect to two achievement indicators; reading and math FCAT scores. The qualitative data offered a voice to administrators, teachers, and students, and was gathered through individual face-to-face, email, or phone interviews. The quantitative findings for the study yielded the following conclusions: (1) students experienced higher FCAT reading scores on the A/B block schedule than the traditional schedule; (2) students experienced higher FCAT math scores under the traditional schedule than the A/B block schedule; (3) attendance rates decreased for students under the A/B block schedule and increased for students under the traditional schedule; and (4) discipline referrals decreased at a higher rate for students under the traditional schedule than students under the A/B block schedule. The administrator, teacher, and student perceptions contributed to the following qualitative findings for the study: (1) block scheduling fosters extended learning sessions when properly planned; (2) with fewer transitions discipline issues decreased; (3) attendance was not affected by the block schedule; (4) block schedule allows for the implementation of various instructional strategies; and (5) transitioning from a traditional to a block schedule was thought to be difficult at first, but attainable, and would alleviate any feelings of being rushed. Four appendixes present: (1) Florida High School Report Card; (2) Interview Questions; (3) Participant Consent Form; and (4) Parental Permission Form. (Contains 22 tables.).
