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An Investigation Into The Change From Block To Traditional Scheduling In Selected Alabama High Schools
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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 An Investigation to Determine the Feasibility of the Block Schedule at Carroll High School by : Laura D. Kemp
Download or read book An Investigation to Determine the Feasibility of the Block Schedule at Carroll High School written by Laura D. Kemp and published by . This book was released on 1997 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: A determination of the most appropriate schedule for Carroll High School (Ozark, Alabama) was investigated in this study. Based on the information provided by the surveys, both teachers and students felt that a change to the clock schedule was warranted. Teachers understood the reason for the change and felt that areas such as tardies, attendance, drop-outs and discipline would be positively affected by the block schedule. According to the responses on the student surveys, the benefits offered by the clock schedule were important when making educational decisions.
Book Synopsis An Investigation Into Block Scheduling in Dothan City Schools, Dothan, Alabama, After Three Years of Implementation by : Sara Nell Andrews
Download or read book An Investigation Into Block Scheduling in Dothan City Schools, Dothan, Alabama, After Three Years of Implementation written by Sara Nell Andrews and published by . This book was released on 1997 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study concerning the implementation of block scheduling during the past three years was conducted in the 1996-1997 school year within the high schools of Dothan. The 1997 Senior class and their parents, administrators, and faculties of Dothan High School, Northview High School, and Dothan Technology Center were surveyed in order to determine if the goals set by Dothan City schools in 1993 have being met. Emphasis was given to the areas of attendance, graduation rates, drop-out rates, discipline referrals, and college entrance exams averages. Attitudes of teachers, use of class time, interdisciplinary activities, morale, and staff effectiveness were assessed through the use of a qualitative approach.
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 The Four Block Scheduling Model as a Change Mechanism by : Nathaniel James Anderson
Download or read book The Four Block Scheduling Model as a Change Mechanism written by Nathaniel James Anderson and published by . This book was released on 1998 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Test Score Comparison Between Block and Traditional Scheduling by : Yancy J. Ford
Download or read book A Test Score Comparison Between Block and Traditional Scheduling written by Yancy J. Ford and published by . This book was released on 2015 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to examine how schools utilizing block scheduling and traditional scheduling models differ in achievement levels on the five Georgia End-ofCourse Exams (EOCT) and the Georgia High School Graduation Writing test (GHSWT) at two high schools in rural South Georgia. The researcher investigated if there is a differential benefit in terms of higher EOCT/GHSWT scores during block or traditional scheduling when considering demographic variables student gender, race, or SES. No experimentation occurred as the study relied on historical data. Both high schools were examined individually; comparing the five EOCT's and the GHSWT under the block schedule during the 2011-2012 school with the same exams under the 7-period traditional schedule during the 2012-2013 and 2013-2014 school terms. The design comparison for this quasi-experimental study was a 2-group non-random selection design comparing each school to itself rather to each other. Each school is very different in terms of student demographics; therefore the examination with each school is imperative. This study used quantitative statistics so that clear concrete data is used to show evidence to which schedule students performed best on from a standardized assessment view. In addition, descriptive statistics was used including means and standard deviations. A multi-way ANOVA with 6 factors (schedule, sex, race, SES, classification, and school year) was used to determine if a significant difference existed between the students instructed on a 4 x 4 block schedule and students instructed on a seven-period day traditional schedule. The multi-way ANOVA allowed for testing of interactions among predictors. The interactions helped show if any specific sub-groups benefited more operating under one scheduling model than another. After an in-depth study and analysis of a Test score comparison between block and traditional scheduling of two schools and twelve subject areas, the results indicated a significant difference in mean scores by school year in two of the twelve subjects. Writing scores at School 1 were significantly different indicating the change from block to a traditional schedule was a positive move, and Biology scores at School 2 were significantly different indicating the change from block to a traditional schedule was a positive move. However, at both schools in all twelve areas, the overall mean test score slightly increased each year indicating the possibility the move from block scheduling to a more traditional scheduling model could be positive given more time.
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 An Investigation of the Feasibility of Implementing Block Scheduling at Bainbridge High School by : Stan Killough
Download or read book An Investigation of the Feasibility of Implementing Block Scheduling at Bainbridge High School written by Stan Killough and published by . This book was released on 1999 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on the student survey, the sample population at Bainbridge High School (Decatur County, Georgia) reflects the importance of having opportunities to take more courses, focus on fewer courses at one time, have more in depth study time, and the opportunity to finish a course in one semester. These are all benefits of block scheduling and they are not possible with the traditional six period schedule. Based on the teachers survey, the faculty believed the block schedule would better accommodate and enhance student learning, attendance, and drop outs. Many of the faculty believed students will benefit from a more in depth study of their subjects due to the change in block scheduling.
Book Synopsis Efficacy of High School Scheduling Policies by : Mary Osborne Chambless
Download or read book Efficacy of High School Scheduling Policies written by Mary Osborne Chambless and published by . This book was released on 1999 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Block Scheduling by : John Patrick Kennedy
Download or read book Block Scheduling written by John Patrick Kennedy and published by . This book was released on 1999 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Effects of Block Scheduling in Alabama High Schools by : Scott H. Brown
Download or read book The Effects of Block Scheduling in Alabama High Schools written by Scott H. Brown and published by . This book was released on 2000 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis High School Block Scheduling and Select Student Variables by : William Daniel Gordon
Download or read book High School Block Scheduling and Select Student Variables written by William Daniel Gordon and published by . This book was released on 1997 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose. The purpose of this study was to investigate differences between schools which utilize "Block Scheduling" and those which utilize "Traditional Schedules" for student grade point averages, student daily attendance, student behavior/discipline, and student satisfaction with school. 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 schools using block schedules were selected. Twenty schools utilizing a traditional schedule were selected to serve as a comparison group. Approximately 25 students from each participating school were selected from the first non-honors senior English class on the school's master schedule. Each student involved in the study was asked to complete an initial demographic survey, respond to two open-ended questions, and complete a Student Satisfaction Survey. School personnel were asked to provide each student's cumulative grade point average, the number of days they missed school during their junior year, and the number of behavioral/disciplinary referrals received during their junior year. Findings. Of the 497 public Missouri high schools, leaders from 163 schools (33%) indicated they would implement some form of block scheduling for the 1996-97 school year. Of the 163 Missouri high schools with some type of block scheduling, 61 percent have an eight-block schedule. The ten-block schedule is the second-most common (17%), followed by the four-block schedule (10%). Block scheduling is a recent trend in the state of Missouri. Of the 163 Missouri high schools with some form of block scheduling, only 29 schools reported that they had those schedules before the 1994-95 school year. Leaders from 102 Missouri high schools reported that they had implemented some form of block schedule since the 1995-96 school year. There were no statistically significant differences between block-scheduled schools and traditionally-scheduled schools in the areas of senior student grade point averages, the mean number of discipline referrals received, and student attendance. Students enrolled in traditionally-scheduled schools expressed greater levels of satisfaction with school on two subscales of the NASSP Comprehensive Assessment of School Environments (CASE) Student Satisfaction Survey. A post-study analysis of the impact of school size on the variables of this study revealed that school enrollment was a factor that could have influenced the results. Further research is recommended to investigate the issues of school size, length of time a school has used a block schedule, and the nature of instructional practices before conclusions can be drawn about the impact of block scheduling on student variables.
Book Synopsis Differences Between Block and Traditional Scheduling in the End of Course Exam Scores by : Bryan Baker
Download or read book Differences Between Block and Traditional Scheduling in the End of Course Exam Scores written by Bryan Baker and published by . This book was released on 2014 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was completed to find if there is a significant difference in ACT standardized test scores on the basis of traditional and block scheduling. Different learning styles should be considered when developing classroom instruction that in turn affect how students perform on the ACT standardized test. The findings of this study show that in six randomly selected Missouri high schools, students in traditional bell schedules are outperforming students in block bell schedules on the ACT standardized exam. The reasoning behind this is not precisely pinpointed in this study, but there should be a halt of the rush to block scheduling until further research may be completed. After compiling and reviewing the findings of this study, current research and literature, and the statistical data from the state, it is found that school administrators should think twice before switching from a traditional to a block bell schedule.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1972 with total page 1108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis IJER Vol 9-N2 by : International Journal of Educational Reform
Download or read book IJER Vol 9-N2 written by International Journal of Educational Reform and published by Rowman & Littlefield. This book was released on 2000-04-01 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.
