Impact Of Block Scheduling On Standardized Reading Test Scores Among 8th Graders PDF Download
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Author | : Kate Shannon Rogers |
Publisher | : |
Total Pages | : 84 |
Release | : 2006 |
Genre | : |
ISBN | : |
Download Impact of Block Scheduling on Standardized Reading Test Scores Among 8th Graders Book in PDF, ePub and Kindle
Research conducted has provided evidence that schools with Block Scheduling help eighth grade students pass and excel on their ELA tests. The New York State Department of Education decided schools with lower ELA grades in the past should change their curriculum into a double period of English. However, there has not been much study on the effectiveness of extended classes. The present study is intended to assess the impact of block scheduling on standardized reading test scores among eighth graders. Ten selected eighth grade English teachers and five administrators from Intermediate School 24 in Staten Island, New York, completed questionnaires consisting of a Likert-scale with some open-ended questions. Approximately 73% of teachers noted positive outcomes in which more class time with their students enhanced their scores on the ELA tests. The remaining 27% however, stated that they did not agree with having extended class time. All eighth grade English teachers of the same school were interviewed and observed. During the observations, the researcher witnessed positive interactions of the teachers and the students. Future research should include a pre-test and a post-test over a long period of time, as well as student questionnaires to maintain a variety of aspects of the subject.
Author | : Kimberly Rorie |
Publisher | : |
Total Pages | : 96 |
Release | : 2011 |
Genre | : Block scheduling (Education) |
ISBN | : |
Download The Effects of Block Scheduling on Standardized Test Scores Book in PDF, ePub and Kindle
This study researched the efficacy of blocked Reading and English classes on standardized test scores. The study focused on two teachers who taught both traditional classes and blocked classes in the same school. All of the students had been in traditional English-Language Arts classes during their seventh grade year. Some of these students were placed in traditional classes in eighth grade and some were placed in blocked classes during their eighth grade year. The data presented addressed teacher data, relationships of scheduling to achievement, minority students compared to majority students in achievement, and male students compared to female students in academic achievement.
Author | : Smooth (Poet) |
Publisher | : |
Total Pages | : 157 |
Release | : 2011 |
Genre | : |
ISBN | : |
Download The Impact of Block Scheduling on Student Achievement, Attendance, and Discipline at the High School Level Book in PDF, ePub and Kindle
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.).
Author | : United States. National Education Commission on Time and Learning |
Publisher | : Commission |
Total Pages | : 58 |
Release | : 1994 |
Genre | : Education |
ISBN | : |
Download Prisoners of Time Book in PDF, ePub and Kindle
Author | : Brenda Lee Wilson |
Publisher | : |
Total Pages | : 104 |
Release | : 2005 |
Genre | : Education |
ISBN | : |
Download The Effects of Block Scheduling on the Mathematics Achievement of Eighth-grade Students in Autauga County Schools Book in PDF, ePub and Kindle
Author | : Kathy-Lynn F. Kiessling |
Publisher | : |
Total Pages | : 60 |
Release | : 2000 |
Genre | : |
ISBN | : |
Download The Effects of Block Scheduling on the Functional Test Scores of Seventh Graders Book in PDF, ePub and Kindle
Author | : Kim Irene Mattox |
Publisher | : |
Total Pages | : 222 |
Release | : 2001 |
Genre | : Block scheduling (Education) |
ISBN | : |
Download The Relationship of Block Scheduling and Sixth Grade Achievement in Reading and Mathematics Book in PDF, ePub and Kindle
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.
Author | : Randall A. Grove |
Publisher | : |
Total Pages | : |
Release | : 2009 |
Genre | : |
ISBN | : |
Download Effect of Block Scheduling on Student Achievement Scores on the Pennsylvania System of Assessment Eleventh Grade Math and Reading Exams Book in PDF, ePub and Kindle
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.
Author | : Sue Andrews |
Publisher | : |
Total Pages | : 212 |
Release | : 2003 |
Genre | : Academic achievement |
ISBN | : |
Download The Effect of Block Scheduling on Student Achievement on Standardized Tests Book in PDF, ePub and Kindle
Author | : N. Michelle Bailey |
Publisher | : |
Total Pages | : 172 |
Release | : 2003 |
Genre | : Academic achievement |
ISBN | : |
Download The Effect of Block Scheduling on Standadized Test Scores at Northwest Whitfield High School Book in PDF, ePub and Kindle
With the federal legislation of No Child Left Behind, public schools were graded on student standardized test results, and this grade affected a school's funding. This action research study examined the premise that a school's bell schedule affected student standardized test scores. To accomplish this, the researcher used a rural Georgia high school of approximately 1600 students. This action research project contained both quantitative and qualitative data. Results from the quantitative data were derived from an ANOVA. Qualitative data were from researcher-designed surveys given to the faculty, staff, administration, and students of the high school. A school's bell schedule did not affect a majority of student standardized test scores.