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| Author | : Marianne M. Nicklow |
| Publisher | : |
| Total Pages | : 136 |
| Release | : 1996 |
| Genre | : Schedules, School |
| ISBN | : |
| Author | : Vern Mamon |
| Publisher | : |
| Total Pages | : 205 |
| Release | : 2012 |
| Genre | : Electronic dissertations |
| ISBN | : |
Author's abstract: The purpose of this mixed method study was to examine the perceptions of public secondary school teachers regarding block scheduling and to identify the perceived advantages and disadvantages of using the block schedule in three secondary schools in one suburban school system in Georgia. Perceptions of teachers were obtained from data collected from a 23-item survey and three focus group discussions. The study concluded that secondary teachers' perceptions of block scheduling were generally favorable. However, some teachers did firmly support some statements on block scheduling. The study suggested there is not a significant difference in teachers' perceptions based on grade level assignment and professional development experiences. However, teachers with 11-15 years of teaching experience had more favorable perceptions of block scheduling than teachers with 6-10 years of teaching experience. Qualitative data were collected from three focus groups. A third party conducted one focus group in each of the three schools with a total of N = 21 participants. Themes were developed by combining responses from the N = 3 focus group sites. Teachers had mixed impressions of block scheduling. However, cited advantages far outweighed the disadvantages. Themes included: 90-minute planning period and better relationships with students. Disadvantages of block scheduling included less time for parental involvement and condensed curriculum content. Recommendations for further research to include: a large scale study be conducted that includes all Georgia secondary schools; a more comprehensive study be conducted that includes students, teachers, administrators, and parents; a study be conducted on the influence of the block schedule on student success in college and/or the workplace; future researchers conduct empirical studies of student achievement in content areas in schools utilizing the block schedule.
| Author | : Rhonda Dunham |
| Publisher | : |
| Total Pages | : 183 |
| Release | : 2009 |
| Genre | : Block scheduling (Education) |
| ISBN | : |
The purpose of this study was to compare middle school teachers' perceptions on student learning in A/B block schedules and traditional schedules in schools with grade configurations of 6 through 8. Responses to the survey were disaggregated by schedule type and years of teaching experience within groups and between groups. Middle school teachers in the A/B block schedule perceived their schedule had a greater impact on student learning on over 90% of the survey responses. In addition the A/B block schedule teachers perceived their instructional strategies were more diverse than the traditional schedule middle teachers. While professional development demonstrated significant differences between the two groups, the differences were not as many or as large.
| Author | : |
| Publisher | : |
| Total Pages | : |
| Release | : 2012 |
| Genre | : Academic achievement |
| ISBN | : |
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.
| Author | : Wanda Richie |
| Publisher | : |
| Total Pages | : 108 |
| Release | : 2009 |
| Genre | : Block scheduling (Education) |
| ISBN | : |
The purpose of this qualitative study was to gain insight into the teacher perceptions of the block schedule in comparison to the traditional schedule. High school teachers from two school districts volunteered to complete a Likert-scale survey and answer three open-ended questions as well as participate in interviews about the effectiveness of the block schedule. An additional element of the study was to compare the responses from two different schools: those teachers new to the block, School A; and those teachers who had experienced the block for multiple years, School B. A look at school data provided additional information as a possible support of the teacher perceptions. Overall, teachers from both schools expressed positive perceptions of the block schedule. School B, the school with more experience in the block, had a greater percentage of teachers communicate positive perceptions of the block. School data supported the positive teacher perceptions as well.
| Author | : Sean D. Shelton |
| Publisher | : |
| Total Pages | : 166 |
| Release | : 2001 |
| Genre | : Block scheduling (Education) |
| ISBN | : |
| Author | : John A. Crowe |
| Publisher | : |
| Total Pages | : 210 |
| Release | : 2006 |
| Genre | : Block scheduling (Education) |
| ISBN | : 9780542804472 |
Chapter II presented a significant body of evidence that points to the benefits of implementing a block schedule. The chapter also provided studies that argue for the importance of conducting studies on teachers' perceptions.
| Author | : Scott Hendricks |
| Publisher | : |
| Total Pages | : |
| Release | : 2004 |
| Genre | : |
| ISBN | : |
| Author | : Jason Paul Marin |
| Publisher | : |
| Total Pages | : 110 |
| Release | : 2009 |
| Genre | : Block scheduling (Education) |
| ISBN | : |
The purpose of this qualitative research study was to ascertain the perceptions of teachers related to the change from a 4X4 block schedule to a 3X6 trimester schedule at a southeastern Pennsylvania high school. The perceptions of 21 teachers who had at least one year of experience teaching in both the block and trimester schedules were collected using an online survey that asked respondents to compare the impact of trimester scheduling through the lead question, "When I compare the trimester schedule to the block schedule, I find that ..." The first research question addressed (a) instructional practices, (b) student behavior, (c) student achievement, (d) schedule structure, (e) advantages of trimester scheduling, and (f) disadvantages of trimester scheduling. A second research question compared the perceptions of teachers of core subjects to the perceptions of teachers of elective subjects. The findings indicated perceived advantages related to the mathematics program, but the increased work load for both teachers and students resulted in perceived disadvantages. The teachers were nearly evenly divided regarding their preference in schedule type, with no notable difference in the perceptions of teachers of core subjects and the perceptions of teachers of elective subjects.
| Author | : John C. Sessoms |
| Publisher | : |
| Total Pages | : 656 |
| Release | : 1995 |
| Genre | : |
| ISBN | : |
