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High School Block Scheduling And Select Student Variables
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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 High School Block-scheduling and Selected School Variables by : Jim Blanton Simpson
Download or read book High School Block-scheduling and Selected School Variables written by Jim Blanton Simpson and published by . This book was released on 1997 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose. This study explored the relationship between selected teacher variables and the organizational variables of block-scheduling. Procedures. Twenty block-scheduled schools and 20 non-block-scheduled Missouri public high schools were selected to participate in the study. Three survey instruments were used to analyze some of the traditional variables associated with organizational effectiveness. Quantitative and qualitative research methods were used to explore teacher perceptions about their scheduling types. Statistical findings. Out of the 497 public high schools in Missouri, 163 or 33% were involved in block-scheduling at the beginning of the 1996-1997 school year. The types of block-scheduling implemented in Missouri were 100 eight-block, 27 ten-block, 16 four-block, and 20 modified-block schools. There was no statistically significant difference for school climate between the selected block-scheduled and non-block-scheduled Missouri public high schools. Teachers in non-block-scheduled schools were more satisfied with their jobs and job tasks than teachers in block-scheduled schools. Teachers in block-scheduled schools viewed their respective schools as more progressive, more collaborative, and more collegial than teachers in non-block-scheduled schools. Narrative findings. The 931 teachers involved in this study completed a questionnaire that allowed essay responses about their present scheduling type. These teacher narratives showed that teachers in block-scheduled schools felt that block-scheduling was a positive program for their school (82%), and enhanced their teaching ability (78%). However, 55% of these block-scheduled teachers did not think block-scheduling increased student learning. Teachers in non-block-scheduled schools (64%) believed that non-block scheduling was a positive program for their school, and enhanced their teaching ability (51%). Teachers in non-block-scheduled schools (51%) felt that traditional-scheduling enhanced student learning. An analysis of the teacher narratives indicated that an immediate benefit of implementing block-scheduling in the secondary school setting may be that the longer class length time-frame forces teachers to rethink their primary teaching strategies and learn new instructional delivery methods. A major limitation of this research was that schools involved in this study varied widely in student enrollment. Future research about block-scheduling should address the relationship between school size and school effectiveness, institutional practices and school effectiveness, and the length of time a school has been in a block-schedule and school effectiveness.
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.
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 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 Model by : Marcia Ziegler
Download or read book Block Scheduling Model written by Marcia Ziegler and published by . This book was released on 1998 with total page 276 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 Fundamentals of School Scheduling by : Gwen Schroth
Download or read book Fundamentals of School Scheduling written by Gwen Schroth and published by R&L Education. This book was released on 1997-08-28 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: School administrators must constantly evaluate and refine school scheduling for optimum student and teacher performance. This book is for school administrators who need appropriate management techniques for scheduling students into classes. All parts of the puzzle are presented so the administrator can make wise choices about configuring the school day. Discusses a variety of scheduling formats—traditional, block, and team models—but no one type is advocated. Essential for new principals or administrators planning to change scheduling formats, and principals moving between elementary and secondary levels.
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 High School Block Scheduling and Selected Student Outcomes by : Jerry Gene Akins
Download or read book High School Block Scheduling and Selected Student Outcomes written by Jerry Gene Akins and published by . This book was released on 2000 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Scheduling Strategies for Middle Schools by : Michael D. Rettig
Download or read book Scheduling Strategies for Middle Schools written by Michael D. Rettig and published by Routledge. This book was released on 2013-10-30 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: With over 150 sample schedules, this book shows how scheduling strategies can enhance your school's capacity to offer exploratory courses, interdisciplinary teaching teams, teacher-based guidance programs, and other programs and practices which are responsive to the needs of early adolescents.
Book Synopsis Making Creative Schedules Work in Middle and High Schools by : Elliot Y. Merenbloom
Download or read book Making Creative Schedules Work in Middle and High Schools written by Elliot Y. Merenbloom and published by Corwin Press. This book was released on 2006-12-28 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical, user-friendly resource provides a step-by-step process for restructuring blocks of learning time to improve student-teacher relationships and promote more positive learning experiences.
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 Block Scheduling in High Schools by : Karen Irmsher
Download or read book Block Scheduling in High Schools written by Karen Irmsher and published by . This book was released on 1996 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison Between Alternate Block and Traditional Scheduling on Student Achievement and Selected Variables at Middle School Campuses in Selected Education Service Centers in Texas by : Irene Marie Galvan Garza
Download or read book A Comparison Between Alternate Block and Traditional Scheduling on Student Achievement and Selected Variables at Middle School Campuses in Selected Education Service Centers in Texas written by Irene Marie Galvan Garza and published by . This book was released on 2001 with total page 268 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 A Comparison of Student and Teacher Perceptions on Block Scheduling in a Selected California High School by : Ingrid Hjelmervik
Download or read book A Comparison of Student and Teacher Perceptions on Block Scheduling in a Selected California High School written by Ingrid Hjelmervik and published by . This book was released on 1999 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
