Download or read book The Impact of Block Scheduling on Academic Achievement and the Perceptions of Teachers and Administrators in Selected South Florida High Schools written by Michael Cosimano and published by . This book was released on 2004 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Block Scheduling written by Mona Hamdy and published by . This book was released on 1996 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 732 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Teachers and Administrators of the Effectiveness of Block Scheduling in Mississippi High Schools written by and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The call for reform to raise student achievement has required educators, school leaders, and researchers to look for new methods to improve the learning process. One method used increasingly is block scheduling. Block scheduling is the restructuring of the school day into classes much longer than the traditional 50-55 minute class period. The purpose of this study was to determine high school principals' and teachers' perceptions of block scheduling in Mississippi high schools in three areas: achievement, attendance, and discipline. Many theorists believe that a person's perceptions form the basis of reality for that person. If a teacher believes that block scheduling is effective, then for them, it is effective. Because some theorists believe that there is little to be gained from general studies that compare the objective results of block scheduling with the objective results of traditional scheduling since these comparisons have shown mixed results, this study addressed the social validity of block scheduling which is the extent to which participants perceive the worthiness of block scheduling. The research design used in this study was a cross sectional survey design. A researcher-developed survey instrument was used to collect data from teachers and principals in Mississippi high schools that had implemented block scheduling in the last 5 years. A total of 22 schools were used for the study. A 5 point Likert-type scale was used to measure respondents' perceptions of the effectiveness of block scheduling on the three areas. While both principals and teachers appeared to have positive perceptions of the impact block scheduling has on student achievement, discipline, and attendance, principals had a more positive perception than teachers in all three areas. Both groups appeared to believe that student discipline was the most positively affected area, while attendance was the least positively affected. Recommendations based upon the findings of this study included conducting: (a) studies that include a larger sample of principals, (b) studies that identify student perceptions of block scheduling, and (c) studies to determine how important staff development is when implementing 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 The Impact of Block Scheduling on Students with Learning Disabilities written by Jodi C. Harrington and published by . This book was released on 2015 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of both regular education and special education teachers concerning the impact that block scheduling has on the social, emotional, behavioral, and academic growth and success of high school students with an IEP in three school districts in south central Pennsylvania. The study also investigated whether teachers perceive block scheduling as a positive or negative factor in the effective education of high school students with an IEP. Data were collected through an online survey that included Likert-scale questions, open-ended responses, and one-to-one interviews. Forty-four regular education teachers and thirteen special education teachers from three public school districts in south central Pennsylvania participated on this survey. The findings of this study suggest that regular education and special education teachers both perceive, at comparable degrees, that block scheduling provides the time to build better relationships within their classes, allows teachers to better understand their students with an IEP, go deeper into the content, while providing a school climate that is slower and less chaotic. Even though there were many similarities, there were also discrepancies in the perceptions between regular education teachers and special education teachers when asked if the grades of students with an IEP improved in the block schedule.
Download or read book Block Scheduling written by Richard B. Miles and published by GIA Publications. This book was released on 1996 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Administrator and Student Perceptions of the Impact of Block Scheduling on High School Discipline written by Albert Lee Snow and published by . This book was released on 2001 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
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.
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.
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.
Download or read book Teacher s Perceptions of the Impact of a Modified Block Schedule on Academic Achievement at Omega High School written by Mehereen Rickard and published by . This book was released on 2010 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceptions of Administrators and Teachers of the Four By Four Block Scheduling Program Implemented in Some Selected Georgia High Schools written by Doris Creecy-Waters and published by . This book was released on 1998 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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: Use creative scheduling strategies to improve student-teacher relationships and promote more positive learning experiences! Today′s schools are responding to the pressing need for positive student-teacher relationships that promote successful learning and prevent dropouts and violence. To meet this challenge, many secondary schools are reorganizing around smaller schools or "houses" and structuring longer blocks of learning time. Authors Elliot Y. Merenbloom and Barbara A. Kalina provide a step-by-step process for leaders and school teams focused on restructuring to promote more meaningful interaction between teachers and students. Through troubleshooting know-how, short real-life case stories, and detailed decision-making and planning charts, this roll-up-your-sleeves working handbook: Offers a thorough presentation of restructuring options with advantages and disadvantages of multiple models Walks leaders and teams through the decision-making and solution-building processes Presents instructional formats and strategies that maximize the benefits of restructured schedules Discusses how to prepare and communicate with students and parents about changes This practical, user-friendly book helps teachers, school leaders, curriculum developers, and administrators fashion a vision that nurtures positive learning experiences and strengthens student achievement.
