Download or read book Effect of Block Scheduling on Student Achievement Scores on the Pennsylvania System of Assessment Eleventh Grade Math and Reading Exams written by Randall A. Grove and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study quantitatively examined the effect of block scheduling on student achievement. Specifically, the study compared student achievement as measured by the Pennsylvania System of School Assessments (PSSA) Reading and Math exams between students in block scheduled schools and traditionally scheduled schools. The sample for this study included over 53,000 individual student scores from public high schools in the south central region of Pennsylvania. The data sets used for analysis included individual student test results from the 2003, 2004 and 2005 administrations of the 11th grade PSSA Math and Reading Exams. This study utilized a hierarchical linear model analysis to examine the effects of school schedule type while attempting to control for student and school level variables. The dependent variables for level one were: IEP status, LEP status, economically disadvantaged status, gender and ethnicity. The dependent variables for level two were: school setting, percentage of economically disadvantaged students, and schedule type. Analysis of the data indicated that school schedules had no statistically significant impact on student achievement scores after controlling for student and school level variables. The study included an extensive literature review and implications for further research both nationally and in Pennsylvania. Contains 90 references.
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
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.).
Download or read book The Effect of Block Scheduling on the Reading and Mathematics Achievement of Tenth grade Students written by Nora Tijerina Cantu and published by . This book was released on 2001 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1984 with total page 1018 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Dissertation Abstracts International written by and published by . This book was released on 1987 with total page 700 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 A Case Study on the Effects of 4 4 Block Scheduling on Achievement in Mathematics Based on State Standardized Testing in Pennsylvania for High School Students written by William Anthony Parks and published by . This book was released on 2013 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Effect of Block Scheduling on Academic Achievement of Lower Level Math Students written by Susan Milder and published by . This book was released on 2012 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: A good deal of research has been conducted on the effect that block scheduling has on student engagement and student academic success. As one of the teachers selected to teach the block format class, the researcher was interested in learning whether the block class was indeed serving its purpose of increasing the number of students that passed Algebra A. The studies reviewed and the need to determine the academic outcome of the block classes, helped lead to the main research question: Is there a relationship between block scheduling and academic achievement in lower level math students at Case High School? The researcher hypothesized that there is a positive relationship between passing rate and the block schedule.
Download or read book The Effects of Block Scheduling on Student Achievement written by Angela Morales and published by . This book was released on 2008 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Block Scheduling on Mathematics Achievement written by Kelly Daly-Yee and published by . This book was released on 2004 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare achievement from students who received math instruction in an alternate-day block period, with those on a traditional daily period schedule. The subjects consisted of approximately 3,100 students in 143 math classes from a large suburban high school. Six quantitative math achievement measures from the spring of 2003 were gathered as evaluative instruments. Comparisons were analyzed using ANOVA, t-tests, and Pearson's chi-square test. Pearson's r was performed on correlational data. All alpha levels were .05. The null hypothesis was not supported. There were statistically significant relationships between math achievement and schedule type. The results of the study show that students in a daily format math course consistently outperform students in alternate-day block courses.
Download or read book Block Scheduling Versus Traditional Scheduling written by Dena S. Mobus and published by . This book was released on 2004 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 A Study of the Relationship Between and Among Scheduling Grouping Grading Curriculum and Mathematics Achievement in Pennsylvania Secondary Schools written by William M. Harley and published by . This book was released on 2008 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Widespread access to technology facilitates the sharing of effective classroom practices across disciplines. The implementation of successful practices is essential; particularly in this era of educational accountability, most notably the adequately yearly progress (AYP) goals of the federal No Child Left Behind (NCLB) legislation. In addition to bottom-up classroom practices, teachers and other educational stakeholders are entitled to information about top-down policies to enhance teaching and learning. This study examines the correlation between policies in four areas and outcomes on one specific component of AYP in Pennsylvania public secondary schools. The policies considered herein are scheduling (traditional or block), grouping (homogeneous or heterogeneous), grading (weighted or not), and secondary math curriculum (U.S. Department of Education cited standards-based or traditional). This study quantifies the correlation between school district polices in these areas and results on the 11th grade mathematics portion of the 2006 Pennsylvania System of School Assessment (PSSA). Standard and Poor's recognizes school districts in Pennsylvania and across the country whose students have achieved NCLB testing outcomes that exceed expectations. In 2005, 55 Pennsylvania districts were cited by Standard and Poor's as being "outperforming school districts." The 60 secondary schools in these districts served as the population for this study. The study quantifies the correlation between the specific combinations of the four policies utilized by the 40 participating high schools and PSSA results. Evidence is discovered that, of the four policies, only block scheduling correlated with higher PSSA 11th grade math outcomes.
Download or read book The Effect of Block Scheduling on Student Achievement on Standardized Tests written by Sue Andrews and published by . This book was released on 2003 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
