Author(s): |
N/A |
Source: |
Education Partnerships, Inc. |
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
Educational Strategies; Teaching Methods; Block Scheduling; Trimester System; School Schedules; Educational Environment; High Schools; Time Factors (Learning); Learner Engagement; Time Management; Program Evaluation
Abstract:
Why do a trimester schedule? With the advent of block scheduling, many high schools conducted research on utilizing that plan in a trimester format. There appeared to be three issues that most schools faced: (1) How to provide substantive instructional time that was not fragmented?; (2) How does the school climate contribute positively to students' learning?; and (3) How to provide the appropriate amount of instructional time so that each student can learn in the best ways for him/her? "Breaking Ranks" suggested that: (1) curriculum should offer essential knowledge that makes connections to real life; (2) instructional strategies should actively engage students in their learning; (3) the environment should be receptive to the learners and educators; (4) time and space be reexamined and utilized to best meet the needs of the students; and (5) all stakeholders should be accountable for assessment of the instructional program. (Contains 11 online resources.)
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Author(s): |
Wolery, Mark |
Source: |
Young Exceptional Children, v15 n4 p41-44 Dec 2012 |
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Pub Date: |
2012-12-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
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Descriptors:
Disabilities; Teaching Methods; Early Intervention; Educational Needs; Skill Analysis; Skill Development; Learning Experience; Student Experience; Observation; Inclusion; Early Childhood Education; Classroom Techniques; Educational Environment; Educational Practices
Abstract:
This article focuses on early childhood classrooms in which young children with disabilities are enrolled, ideally inclusive classrooms. A foundational assumption about which most early intervention professionals would agree is that young children with disabilities learn from: (1) their experiences (interactions) with their physical environments (toys, materials, etc.); (2) their experiences (interactions) with their social environments (parents, teachers, siblings, classmates, etc.); and (3) observing events in their environments, usually others' behavior. They learn little, if anything, from what others "tell" them; lectures are highly ineffective with young children. Adults and older children may learn from being told, but young children do not. In this article, the author discusses two questions that arise from this assumption: (1) "What skills do we want children to learn?"; and (2) "How should we organize their experiences and observations so they will learn those skills?" The author's point in this article is simple: Use naturalistic teaching approaches, but one must also use multiple direct instructional sessions per child per day. A couple generations of young children with disabilities have exited their preschool classrooms with fewer skills than were possible because their interventionists only used naturalistic approaches. This state of practice is neither acceptable nor recommended. The procedures exist for doing better by the children.
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Pub Date: |
2011-12-00 |
Pub Type(s): |
Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires |
Peer Reviewed: |
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Descriptors:
Suburban Schools; High Schools; Block Scheduling; School Schedules; Discipline; Achievement Tests; Program Effectiveness; Academic Achievement; Attendance Patterns; Student Behavior; Comparative Analysis; Reading Tests; Mathematics Tests; Scores; Referral; Standardized Tests; Student Attitudes; Teacher Attitudes; Administrator Attitudes
Abstract:
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.)
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Elementary Schools; Educational Objectives; Academic Achievement; Elementary School Teachers; Teaching Conditions; Time Management; Interpersonal Competence; Interpersonal Relationship; Student Behavior; Values Education; Educational Strategies; Instructional Design; Teaching Methods; Empathy; Listening; Problem Solving; Critical Thinking; Classroom Environment; Grade 3; Grade 4; Classroom Techniques; Social Development
Abstract:
The intense focus of academics currently in practice in elementary schools limits the opportunities for developing social skills and abilities that are necessary 21st century skills. Through a specifically structured Morning Meeting a teacher can create a space in the classroom that encourages the growth of important social skills that will support the development needed in the future workplace. The purpose of this study is to gather information that explores the roll of social interaction activities such as a classroom morning meeting and its impact on social skills development. The literature reveals the following 21st century skills need to be taught to students to facilitate their success in the future: problem solving, critical thinking, empathy, collaboration, creativity and respect. The literature supports the idea that a form of community building meetings, hosted frequently in the classroom, help promote necessary learning and social skills, empowering students both in academic and social settings. This is a qualitative study using interview protocol. The participants included are currently employed as teachers in an elementary school and conducting morning meetings with their students. Hosting daily Morning Meetings in the classroom helps to build a safe and encouraging environment where community, trust, and respect flourish. Through this process, social and emotional intelligences develop and the students begin to practice and use 21st century skills in their academic work and social relationships. Student academic achievement is affected positively from the work accomplished in Morning Meeting and student behavior improves.
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