The Effect of Block Scheduling on Mathematics Achievement in High and Low SES Secondary Schools
Author | : Glenn R. Walker |
Publisher | : |
Total Pages | : 200 |
Release | : 2000 |
Genre | : Block scheduling (Education) |
ISBN | : |
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Author | : Glenn R. Walker |
Publisher | : |
Total Pages | : 200 |
Release | : 2000 |
Genre | : Block scheduling (Education) |
ISBN | : |
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 | : Lora P. Ray |
Publisher | : |
Total Pages | : 98 |
Release | : 1997 |
Genre | : Academic achievement |
ISBN | : |
Author | : Lisa Minori-Senehi |
Publisher | : |
Total Pages | : 46 |
Release | : 1998 |
Genre | : Block scheduling (Education) |
ISBN | : |
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 | : Jennifer J. Shatrau |
Publisher | : |
Total Pages | : 50 |
Release | : 2000 |
Genre | : Academic achievement |
ISBN | : |
Author | : Smooth (Poet) |
Publisher | : |
Total Pages | : 157 |
Release | : 2011 |
Genre | : |
ISBN | : |
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 | : 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 | : Deborah Lynn Strickland Skinner |
Publisher | : |
Total Pages | : 236 |
Release | : 2012 |
Genre | : Mathematics |
ISBN | : |
"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.