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| Author | : Steven Lee Kramer |
| Publisher | : |
| Total Pages | : 834 |
| Release | : 2002 |
| Genre | : Algebra |
| ISBN | : |
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 289 |
| Release | : 2004-11-12 |
| Genre | : Education |
| ISBN | : 0309092426 |
This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge: Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials; Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not; Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials. The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research.
| Author | : Kelly Daly-Yee |
| Publisher | : |
| Total Pages | : 218 |
| Release | : 2004 |
| Genre | : Block scheduling (Education) |
| ISBN | : |
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.
| Author | : |
| Publisher | : |
| Total Pages | : 466 |
| Release | : 2003 |
| Genre | : Dissertations, Academic |
| ISBN | : |
Abstracts of dissertations available on microfilm or as xerographic reproductions.
| Author | : Janine Schuster |
| Publisher | : |
| Total Pages | : 100 |
| Release | : 2010 |
| Genre | : Block scheduling (Education) |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 776 |
| Release | : 2002 |
| Genre | : Dissertation abstracts |
| ISBN | : |
| Author | : Gayle Hawkins Hughes |
| Publisher | : |
| Total Pages | : 140 |
| Release | : 2008 |
| Genre | : ACT Assessment |
| ISBN | : |
The purpose of this study was to determine if there was a statistical difference between end-of-course grades in Algebra II at three high schools in northeast Tennessee and mathematics content scores on the ACT Assessment at the same three high schools, by comparing a one-semester accelerated (4x4) block schedule, a two-semester accelerated (4x4) block schedule, and a traditional year-long schedule. The purpose was also to determine if a relationship exists between Algebra II grades and ACT Assessment mathematics content scores for all students and for each school, and to determine if a statistically significant difference occurred in the number of students who continue their mathematics education by taking Trigonometry among the three different teaching schedules. Seven null hypotheses were tested. Analyses showed a significant difference in grades among the three schedules, but not among the ACT Assessment mathematics scores. When comparing grades and ACT Assessment mathematics scores for the total population and for each schedule, a positive relationship occurred each time. When testing the last null hypothesis, it was determined that a significant difference occurred in the type of teaching schedule and enrollment in Trigonometry.
| Author | : Susan Milder |
| Publisher | : |
| Total Pages | : 52 |
| Release | : 2012 |
| Genre | : Academic achievement |
| ISBN | : |
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.
| Author | : Michael D. Rettig |
| Publisher | : Routledge |
| Total Pages | : 283 |
| Release | : 2013-11-20 |
| Genre | : Education |
| ISBN | : 1317921836 |
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.
| Author | : John Brucato |
| Publisher | : Routledge |
| Total Pages | : 225 |
| Release | : 2014-04-11 |
| Genre | : Education |
| ISBN | : 1317920422 |
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.
