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Descriptors:
Block Scheduling; Classroom Techniques; Educational Environment; Educational Practices; Flexible Scheduling; High Schools; School Schedules; Teacher Improvement; Teaching Methods; Time Management; Time on Task

Abstract:
This paper examines the implementation of an alternate block (A/B) schedule in three high schools in Irving, Texas. The purpose is to review how time was used in 48 randomly selected high school Algebra 1, Biology 1, English 2, and U.S. History classes. Of the 48 classes, 12 observations were conducted for each course. The findings revealed a predominance of teacher-centered instruction across all courses. Teachers spent the majority of time presenting content and monitoring student seatwork, while students primarily listened to the teacher, responded to teacher questions, and completed seatwork. The most used teacher and student materials (overhead, chalkboard, textbooks, worksheets, notebook paper) further pointed to a teacher-centered environment. Results of checklists revealed a moderately high level of student engagement, little or no individualization of instruction, and a mixed use of thinking indicators. When teacher and student time allocations were compared to expert estimates, large discrepancies were found which further accentuated the lack of student-centered instruction included in the lessons. After 4 years, most teachers had not adapted instruction to take advantage of the longer blocks of time. Implications indicate that teachers needed clear, measurable goals related to instructional strategies and the best use of 90-minute blocks of time. (Author) 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:
Language Arts; Portfolio Assessment; Portfolios (Background Materials); Primary Education; Reading Tests; Reliability; Test Construction; Urban Schools; Validity

Abstract:
Examined the validity and reliability of the 1995-96 reading/language arts portfolio assessment developed in the Dallas (Texas) public schools for prekindergarten through second grade. Ratings by 42 teachers show that portfolio contents do not provide a valid sample of student work and the assessment reliability is low. (SLD)

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Descriptors:
Goodness of Fit; Item Response Theory; Simulation; Test Items

Abstract:
Using item mean squares to evaluate fit to the Rasch model was studied, also considering the transformed version of the item fit statistics. Simulations demonstrate that the critical value for the mean square used to detect misfit is affected by the type of mean square and the number of persons in the calibration. (SLD)

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Descriptors:
Agency Cooperation; Disadvantaged; Elementary Secondary Education; Family Programs; Holistic Approach; Integrated Services; Linking Agents; Resilience (Personality); Urban Schools; Youth Problems

Abstract:
In summer 1995, Dallas Public Schools formed a partnership with a primary care system and a mental health agency. The result was the opening of nine youth and family centers located on or near school campuses. Services are designed to promote academic success, resiliency, and self-sufficiency. By offering families and students needed support, the district has significantly reduced its classroom problems. (MLH) 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:
Computer Simulation; Item Response Theory; Norm Referenced Tests; Sample Size; Sampling; Statistical Distributions; Test Interpretation; Test Length; Test Norms

Abstract:
The feasibility of quick norms derived by the procedure described by B. D. Wright and M. H. Stone (1979) was investigated. Norming differences between traditionally calculated means and Rasch "quick" means were examined for simulated data sets of varying sample size, test length, and type of distribution. A 5 by 5 by 2 design with a total of 50 experiments was used, and each experiment was replicated 100 times. The BIGSTEPS Rasch calibration program was used to analyze each of the 5,000 data sets. Quick norms were calculated using programs from the Statistical Package for the Social Sciences. The Rasch quick norms procedure yielded means that were equivalent to traditionally calculated means for tests with a minimum of 30 items given to groups of 50 examinees or more, for both normally and uniformly distributed item difficulties. The methods were not equivalent with tests with 10 items. Sample size was not a factor in determining differences between the two methods. The quick norm procedure is recommended in cases where there is an existing bank of Rasch calibrated items. Its simplicity and ease of use makes it advantageous. Three tables present simulation data. (SLD) 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:
Charts; Delivery Systems; Dropout Prevention; Economically Disadvantaged; Extracurricular Activities; Grade 7; Grade 8; High Risk Students; Identification; Intervention; Junior High School Students; Junior High Schools; Limited English Speaking; Mexican Americans; Needs Assessment; Profiles; Spanish Speaking; Special Needs Students

Abstract:
An at-risk profile instrument was developed for identification and service delivery for high risk students to identify students in a timely manner so that intervention could occur on a proactive, rather than reactive, basis; and to assist school district personnel to implement, monitor, and modify programmatic and staffing patterns to best meet the needs of the at-risk population. Focus was on developing a flexible profile instrument that would be useful given the dynamic nature of the school setting, since even identification of salient risk factors prevalent during a given period may not remain consistent. The descriptive study focused on 240 seventh graders and 240 eighth graders in 1987-88, 300 seventh graders and 300 eighth graders in 1988-89, 300 seventh graders and 300 eighth graders in 1989-90, and 369 seventh graders and 330 eighth graders in 1990-91 as part of a longitudinal evaluation of an at-risk program in a South Texas school district with large high school dropout rates and a largely Spanish-speaking Mexican American student population. Data collected using the at-risk profile chart yielded three characteristics as most prominent (economic status, limited English proficient status, and extracurricular participation). Findings highlight specific social and academic program needs for these students. Eleven charts and three bar graphs provide data about the study population. Three appendices contain a data collection form, the rating scale criteria, and four tables of findings by grade. A 15-item list of references is included. (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1234K)