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 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 The Impact of Middle School Scheduling Practices of Adolescent Math Achievement in Louisiana Public School written by Deborah Lynn Gegg and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on middle-level schools and student achievement revealed a drop in academic performance when students transitioned from elementary school to a traditional middle school. In the United States, the middle school years have historically seen a decline in student achievement following a transition from elementary school. According to the National Center for Education Statistics, the performance of United States eighth-grade students in mathematics continued to lag behind globally based on the 2015 Trends in International Mathematics and Science Study (U.S. Department of Education, 2017). Specifically, United States eighth graders were ranked 12th in mathematics, which was three notches down from eight years prior. Similarly, the Louisiana Department of Education (2018), found Louisiana students struggled in mathematics compared to other tested subjects. In addition, middle school student achievement in Louisiana revealed consistently lower performance in mathematics compared to the other content areas. The purpose of this study was to determine if a particular scheduling practice had a significant effect on overall student math performance in Louisiana public middle schools. The sample population for the study included 179 schools containing grades six, seven, and eight. An independent t-test was conducted with the data for each of six hypotheses to determine if there was a difference in the group mean proficiency and mastery scores on the mathematics portion of the 2018 state assessment in Louisiana public middle schools that implemented either a traditional or block schedule. Based on the results of the independent t-test of the sample population, sixth graders in block scheduled schools demonstrated significantly higher proficiency and mastery scores on the math portion of the Louisiana assessment in the spring of 2018. In addition, seventh graders in block scheduled schools demonstrated significantly higher mastery scores on the math portion of the Louisiana assessment in the spring of 2018. While not significant in all cases, the mean proficiency and mastery scores for sixth, seventh, and eighth-grade math on the Louisiana assessment in 2018 were higher in the sample schools utilizing block scheduling. Recommendations from the study include using the schedule as only one factor for a school improvement effort.
Download or read book The Relationship of Traditional and Block Scheduling to High School Mathematics Achievement written by Deborah Lynn Strickland Skinner and published by . This book was released on 2012 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The study examined the relationship between traditional and 4 x 4 block scheduling models used by Georgia high schools and the level of mathematics achievement on the Georgia High School Graduation test during 2008, 2009, and 2010"--Leaf iii.
Download or read book An Analysis of the Relationships Among Academic Achievement in Mathematics and Reading Assigned Instructional Schedules and the Learning Style Time Preferences of Third Fourth Fifth and Sixth Grade Students written by Joan Virostko and published by . This book was released on 1985 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 283 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 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 the Mathematics Achievement of Eighth grade Students in Autauga County Schools written by Brenda Lee Wilson and published by . This book was released on 2005 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
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 The Effects of Parallel Block Scheduling Versus Surface Scheduling on Reading and Mathematics Achievement and on Students Attitudes Toward School and Learning written by Linda J. Wilson and published by . This book was released on 1993 with total page 420 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 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 Block Scheduling and Teacher Instruction written by Aaron M. Thielges and published by . This book was released on 2010 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first paper describes three different types of block scheduling (Copernican Plan, alternating day block scheduling, 4 x 4 block scheduling) and discusses the advantages and disadvantages of each plan. The second paper describes how block scheduling can improve student achievement in mathematics.
Download or read book A Comparison of Reading and Mathematics Achievement of Seventh Grade Students Enrolled in a Block Time Schedule and Seventh Grade Students Enrolled in a Traditional Schedule written by Jerry Alan Koos and published by . This book was released on 1977 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Block Scheduling on Mathematics Achievement in High and Low SES Secondary Schools written by Glenn R. Walker and published by . This book was released on 2000 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
