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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.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Trimester System; High Schools; At Risk Students; Graduation Requirements; School Schedules; Ethnography; Observation; Mathematics Education; Science Education; Interviews; Teacher Attitudes; Administrator Attitudes; Attitude Measures; School Counselors; Teaching Conditions; Educational Environment; Block Scheduling

Abstract:
Although many high schools are switching from a semester to a trimester schedule as a response to increased high-school graduation requirements, there is very little empirical research on trimesters. In this ethnographic case study (2006-2009), we observed 22 math and science classrooms, interviewed seven administrators, two counselors and 22 teachers, and examined documents in order to understand what happened when one high school in Michigan switched to trimesters. Our findings reveal that the trimester schedule results in loss of instructional time, which reduces students' opportunities to learn. Although the switch to a trimester schedule was made to help struggling students meet the new graduation requirements, trimesters inadvertently hurt students already at risk of academic failure. Our findings suggest that struggling students will probably benefit from more time to learn content. We also recommend content-specific professional development for both teachers and administrators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Block Scheduling; Graduation Rate; Verbal Tests; White Students; School Schedules; High Schools; Longitudinal Studies; Case Studies; Comparative Analysis; Academic Achievement; Suburban Schools; Principals; Teachers; Teacher Attitudes; Administrator Attitudes; Standardized Tests; Scores; Reading Achievement; Writing Achievement; Mathematics Achievement; Racial Differences; African American Students; Low Income Groups

Abstract:
The purpose of this study was to examine the effects of ten years of traditional scheduling compared to ten years of the modified 4 x 4 block scheduling on the academic achievement of high school students. The study compared twenty-five years of data at one large suburban high school analyzing the graduation rate, SAT scores, BSAP/HSAP scores, the changing demographics, and the voices of the principals and veteran teachers. The study used mixed methods. The quantitative data described, analyzed, and interpreted the graduation rate, SAT scores, BSAP/HSAP test scores, and the changing demographics from 1983 through 2008. The qualitative data offered a voice to the twenty-five years through interviews with two former principals and seven veteran teachers. The findings of the quantitative data showed that the term graduation rate cannot be assessed because of the term's flexibility. With the SAT scores, the standard deviation was necessary to show statistical significance and the information was not available for the early years. Yet the SAT mean scores of the math and verbal tests showed an increase of nineteen points in math on the modified 4 x 4 block schedule. Using the two sample proportion z-test, the BSAP/HSAP scores in mathematics, reading, and writing were compared in five year increments between the two curricular structures. The passing rates showed statistical significance in mathematics and reading on the traditional schedule years. When the demographics were analyzed for African-American students, white students, and students on a free and reduced lunch program for the same five years on both curricular structures, the results showed a statistical significance in higher mathematics scores in all groups on the traditional schedule years as compared to the modified 4 x 4 block schedule years. The estimated BSAP writing scores seemed identical for two groups but the students on the free and reduced lunch program had a lower passing rate on the block schedule. The findings of the qualitative data revealed that the seven veteran teachers and one former principal consistently supported the traditional schedule. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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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.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle School Teachers; Literacy; Teacher Attitudes; Faculty Development; Coaching (Performance); Qualitative Research; Case Studies; Educational Practices; Classroom Observation Techniques; Interviews; Performance Factors; Teacher Collaboration; Change Strategies; Educational Change; Semi Structured Interviews; Reflection; Administrator Attitudes; Instructional Improvement; Teacher Improvement

Abstract:
This qualitative case study investigated middle grades literacy coaches' perspectives on their efforts to facilitate teacher change and impact classroom practice. Data were collected from three coaches as they worked with a variety of teachers in middle school settings, using field observation and interviews with coaches, teachers, and principals. Results suggest literacy coaches perceive the potential to effect positive teacher change but that they acknowledge challenges in building relationships with teachers, working within complex school structures to find time to do coaching work, and reaching across subject areas to facilitate teacher discussions of literacy instruction and student learning. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Inclusion; Disabilities; Questionnaires; Foreign Countries; Attitudes toward Disabilities; Student Attitudes; Teacher Attitudes; Accessibility (for Disabled); Mainstreaming; Mixed Methods Research; Interviews; Performance Factors; Barriers; Administrator Attitudes; Special Needs Students; Educational Practices; Educational Attitudes; Educational Policy; Educational Environment; Educational Development

Abstract:
In the Arabic region, the drive towards inclusive practices in mainstream schools is at a relatively early stage, although, in Lebanon, the recent initiative of the National Inclusion Project (NIP), a project managed by a consortium of four organisations aimed at addressing the exclusion experienced by people with a disability, has the potential to promote rapid change in provision. This study explores the attitudes of teachers and headteachers towards people with a disability in mainstream primary schools in Lebanon, a middle-income Arab country. A mixed method approach was used to collect data. Forty teachers from mainstream schools within the Project completed questionnaires, and key headteachers as well as the consortium managers were interviewed. The sample was purposively selected in order to examine the attitudes of participants with previous experience of students with disabilities. In general, the findings indicate positive attitudes towards the inclusion of students in mainstream schools. However, participants expressed reservations about including all students, especially those with social, emotional and behavioural difficulties. Further challenges include limited training, availability of qualified specialist teachers and the high cost of supporting inclusion. These findings will inform future research, as more studies regarding the implementation of inclusive education in the Middle East are warranted. (Contains 2 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Resource Allocation; Block Scheduling; School Schedules; School Districts; Cost Effectiveness; Goal Orientation; Flexible Scheduling; Teaching Load; Costs; Values

Abstract:
Driven by stable or declining financial resources many school districts are considering the costs and benefits of a seven-period day. While there is limited evidence that any particular scheduling model has a greater impact on student learning than any other, it is clear that the school schedule is a tool that can significantly impact teacher instruction. It is also clear that the schedule and the allocation of resources (time, personnel) reflect a school community's values and priorities. It is important, therefore, to have a full and thorough discussion about school and district goals and priorities prior to adjusting the schedule. (Contains 14 online resources and 4 print resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; School Schedules; Time Management; Time Factors (Learning); Poverty; At Risk Students; Educational Practices; Goal Orientation; Individualized Instruction; Student Needs; Curriculum Development; English (Second Language); School Culture; Accountability; Teacher Expectations of Students; College Preparation; Educational Quality; Holistic Approach; Dual Enrollment; Teacher Improvement; Instructional Effectiveness; Instructional Leadership; Student Evaluation; Data Analysis

Abstract:
This report reshapes the field for expanded-time schools by outlining specific practices that can lead to dramatic increases in student achievement and preparation for success in college and the workforce. This report offers an in-depth examination of 30 expanded-time schools serving high-poverty populations with impressive track records of student success, and demonstrates how these schools leverage their additional time in order to implement other critical reforms. Methodology and Data on Profiled Schools are appended. (Contains 2 tables and 10 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Physical Education; Intervention; Ecology; Decision Making; Inclusion; Attitudes toward Disabilities; Athletics; Models; Bias; Mainstreaming; Heuristics; Adapted Physical Education; Teacher Attitudes; Administrator Attitudes; Athletic Coaches; Educational Practices; Participation

Abstract:
The purpose of this article is to describe a theoretical model and practice examples of judgment and decision making bias within the context of inclusion in physical education and sports. After presenting the context of adapting for inclusion, the theoretical roots of judgment and decision are described, and are linked to the practice of physical education and sports. The specific concepts of judgment and decision making are then imported into selected examples of inclusive contexts, where events and processes of interest are reconceptualized in judgment and decision making terminology. Intervention strategies for reducing bias among practitioners while engaging in judgment and decision making during inclusive practice are recommended, and research studies aiming at validating and quantifying the distribution of decision making bias in physical education and sports are suggested. Finally, an ecological model is proposed, as well as a framework for identifying biases within professional preparation and service delivery in physical education and sports. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Elementary Secondary Education; Poverty; Effective Schools Research; Disadvantaged Schools; High Achievement; Change Strategies; Educational Strategies; School Administration; Best Practices; Educational Practices; Sustainability; Profiles; Institutional Characteristics; Focus Groups; Administrator Attitudes; Student Attitudes; Teacher Attitudes; Parent Attitudes; Interviews; School Effectiveness

Abstract:
Why do some schools in high-poverty communities produce remarkable stories of success while others fail? This study, conducted by Public Agenda and sponsored by the Ohio Business Roundtable, the Ohio Department of Education and The Ohio State University, attempts to shed light on this fundamentally important question by talking directly to educators, students and parents from nine high-achieving, high-poverty Ohio schools. Our purpose was to learn more about how principals, teachers, parents and students define the keys to success and to highlight some of the specific strategies and decisions that are used in these high-achieving schools. Moreover, we wanted to understand more about how these schools sustain effective practices and what, in their view, helps them to weather tough times. Our hope is that the insights and ideas that emerge here will stimulate fresh, open and constructive dialogue on K-12 education in Ohio. A bibliography is included. (Contains 14 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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