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.

Download or read book Block Scheduling in High School Mathematics written by Gayle Hawkins Hughes and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a statistical difference between end-of-course grades in Algebra II at three high schools in northeast Tennessee and mathematics content scores on the ACT Assessment at the same three high schools, by comparing a one-semester accelerated (4x4) block schedule, a two-semester accelerated (4x4) block schedule, and a traditional year-long schedule. The purpose was also to determine if a relationship exists between Algebra II grades and ACT Assessment mathematics content scores for all students and for each school, and to determine if a statistically significant difference occurred in the number of students who continue their mathematics education by taking Trigonometry among the three different teaching schedules. Seven null hypotheses were tested. Analyses showed a significant difference in grades among the three schedules, but not among the ACT Assessment mathematics scores. When comparing grades and ACT Assessment mathematics scores for the total population and for each schedule, a positive relationship occurred each time. When testing the last null hypothesis, it was determined that a significant difference occurred in the type of teaching schedule and enrollment in Trigonometry.

Download or read book The Effects of Block Scheduling Versus Traditional Scheduling on Georgia End of course Tests written by Pamela Joyce Floyd and published by . This book was released on 2009 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Study of the Effect of Block Scheduling and Traditional Scheduling on Student Achievement for the Florida Algebra 1 End of Course Examination written by Arthur Scott Underwood and published by . This book was released on 2014 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this research was on the effect of school schedules on student achievement for ninth-grade students in a Florida school district. Data were collected from two central Florida high schools from the 2011-2012 and 2012-2013 school years. Five one-way analyses of covariance (ANCOVA) were performed to ascertain if there was any interaction between school schedules and student achievement. Examined were the interactions (a) between schedule and schools, (b) schedule and male students, (c) schedule and female students, (d) schedule and Black students, and (e) schedule and Hispanic students. The independent variable, school schedule, consisted of two levels: traditional schedule and A/B block schedule. The dependent variable was the spring Algebra 1 End- of-Course Examination (EOC), and the covariate was the Florida Comprehensive Assessment Test (FCAT) Mathematics Eighth-grade Development Scale Score. School schedule was not significantly related to students' spring Algebra 1 EOC scores, F(1,788) p = .932. School schedule was not significantly related to male students' spring Algebra 1 EOC scores, F(1,392) p = .698. School schedule was not significantly related to female students' spring Algebra 1 EOC scores, F(1,393) p = .579. School schedule was not significantly related to Black students' spring Algebra 1 EOC scores, F(1,186) p = .545. School schedule was not significantly related to Hispanic students' spring Algebra 1 EOC scores, F (1,184) p = .700.

Download or read book Prisoners of Time written by United States. National Education Commission on Time and Learning and published by Commission. This book was released on 1994 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Block Scheduling Versus Traditional Education written by Trent Lindall Holmberg and published by . This book was released on 1996 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparison Between Selected 4 X 4 Block Schedule Schools and Seve Period Traditional Schools as Measured by the Public Schools in North Carolina End of Course Tests in Algebra and Biology written by George Humphries Ellis (III) and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in the Schools written by and published by . This book was released on 2002 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparison of Traditional Scheduling Versus Block Scheduling in a Suburban High School written by Gena Marie Balsimo and published by . This book was released on 2005 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Documents one high school's move from a traditional schedule to a four-period block schedule. Examines the effects of scheduling on student achievement including grade point averages, ACT test scores, Advanced Placement scores, discipline, attendance, retention, and drop out rates. Data are from the school district's database using only student scores and cover a nine-year period. Analysis shows a significant improvement in the relationship between block scheduling and grade point averages, dropout/enrollment rates, failure rates, and daily attendance rates.

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 225 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.

Download or read book The Relationship of Block Scheduling and Sixth Grade Achievement in Reading and Mathematics written by Kim Irene Mattox and published by . This book was released on 2001 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The researcher conducted an ex post facto study using archival test data to answer the research question, "What are the relationships of varying periods of time among middle schools using the block scheduling model and the academic achievement of sixth grade students in reading and mathematics?" The independent variable in the study was school schedule (traditional or block scheduling model), the dependent variables were students' academic growth in reading and mathematics as measured by test scores on North Carolina's End-of Grade Tests from 1996-2000. Independent group t-tests were used to test for significant differences in the mean growth scores in both reading and mathematics between the traditional and the block scheduled schools for three years after implementing the organizational change at the sixth grade level in five middle schools. The researcher's findings indicated that sixth grade students who received mathematical instruction in a flexible block model had statistically significant achievement differences at the 0.01 levels, when compared to traditionally scheduled sixth grade math students. Conversely, sixth grade students who experienced a change from traditional scheduling to block scheduling in reading did not obtain a statistically significant result (0.01 level of significance) at four of the five middle schools. One of the five schools did show statistical significance for the second and third year of block scheduling.

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.

Download or read book Block Scheduling written by David J. Flinders and published by . This book was released on 1999 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Statistics Translated written by Steven R. Terrell and published by Guilford Press. This book was released on 2012-03-29 with total page 429 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book has been replaced by Statistics Translated, Second Edition, ISBN 978-1-4625-4540-7.

Download or read book The Effect of Block Scheduling on Student Achievement written by Neil D. Bucher and published by . This book was released on 2008 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The issue of time usage in educational institutions across America has been a topic of debate in the last two decades as some educators have seriously questioned the effectiveness of the traditional daily school schedule and the student learning that takes place within it. Block scheduling is a recent scheduling phenomenon seen in today's secondary schools in an effort to provide teachers a flexible school schedule that is more conducive to student learning and not so closely tied to time. This paper explores student achievement on both state and national standardized exams and compares any differences between students learning on a block schedule compared to those on a traditional schedule. With these results the reader will be better able to determine if block scheduling is an educationally sound method of restructuring time."--leaf 3.

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:

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.