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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:
Full Day Half Day Schedules; Kindergarten; Literacy; Mathematical Concepts; Oral Language; Primary Education; Program Evaluation; Student Behavior

Abstract:
Investigated differences in oral-language development, emergent literacy skills, mathematical reasoning and concepts, and behavior for full-day versus half-day kindergarten students in the Irving (Texas) Independent School District. Found statistically significant advantages for the full-day program, particularly for English-speaking students. (MLH)

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Descriptors:
Educational Practices; Educational Research; Elementary Secondary Education; School Effectiveness; Teacher Effectiveness; Theory Practice Relationship

Abstract:
This paper discusses the importance and interdependence of effective schools research and practice. The discussion is organized around answering three questions: (1) What problem does research on effective schools propose to solve? (2) What has the research on effective schools taught us and what further research is needed? (3) What factors will facilitate the application of principles based on effective schools research in the schools? By advocating ongoing assessments of effective schools programs, the conclusion supports the application of effective schools theory to help instructional staff evaluate and cope with resource demands imposed by such theory. (JAM) 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 (290K)

Descriptors:
Educational Testing; Elementary Secondary Education; Evaluation Criteria; Information Utilization; National Surveys; Psychometrics; Public Schools; Rating Scales; School Districts; Standardized Tests; Test Format; Test Selection; Testing Programs

Abstract:
This survey investigated: (1) the extent that psychometric criteria are used in test selection; (2) the weight given to different types of psychometric information relative to other qualities of the test; and (3) possible reasons for differences among districts. Directors of testing offices, including members of the National Association of Test Directors, from 200 school districts were asked to rate 13 areas considered to be evaluative criteria in test selection. Component items within each global area were also rated. Eighty-one districts responded. Analysis showed that importance was attached to test validity, test reliability, and norming/standardization. Test administration was the only non-psychometric criterion ranked as high as any psychometric criterion. In general, it was found that school districts tended to place heaviest emphasis on psychometric criteria in evaluating tests, though certain non-psychometric criteria involving directions given to students and examiners were also weighted highly. The relative importance of psychometric and non-psychometric criteria in test selection did not appear to vary with district size or other characteristics, although the level of importance assigned to either type of criteria appeared to correlate with the level of importance assigned to the other. (MDE) 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 (149K)

Descriptors:
Academic Achievement; Black Students; Comparative Analysis; Cross Cultural Studies; Elementary Education; Mathematics Achievement; Mexican Americans; Minority Groups; Racial Differences; Scores; Vocabulary Skills; White Students

Abstract:
Student achievement as reflected in standardized test scores is not a unitary construct, but a set of interdependent components representing degrees of knowledge of various subject areas. The interdependency of achievement components imply a positive feedback process. Weaknesses in one area reinforce weaknesses in others; strengths in one area reinforce strengths in other areas. Structures of achievement battery component scores were related to ethnic group differences by using discriminant analyses of Iowa Tests of Basic Skills major skill area scores from each of six grade levels. Vocabulary was identified as a key component of achievement related to ethnic group differences, reflecting the persistent handicaps experienced by black and Mexican American students. Mexican American students seemed strong in math relative to black and white students when linguistic differences were controlled. The findings suggest a need for further investigation in the area of ethnic group differences. (Author/KMF) 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 (122K)

Descriptors:
Academic Achievement; Average Daily Attendance; Elementary Education; Grade 5; Mathematical Formulas; Predictor Variables; Regression (Statistics); Resource Teachers; Socioeconomic Status

Abstract:
When the school or district is the unit of analysis in school effects research, the outcome of interest is mean achievement, and the variance explained by school or district level predictors is between schools or between districts. When the individual is the unit of analysis, the outcome of interest is individual achievement and the variance explained by school or district level predictors is between individuals. A technique called situational regression (SR) is described which provides a link between these levels of analysis. SR involves regressing a criterion variable measure at the individual level on one or more predictor variables measured at the group level. Predictors are measured characteristics of the groups e.g., schools, to which individuals belong and may include socioeconomic status (SES), percent daily attendance at the school (ATTEN) and the number of resource teachers assigned to the school (REST). Data illustrating the SR technique were taken from composite student achievement scores of all grade 5 students in one district and regressed on SES, ATTEN, and REST. These three school level variables together accounted for almost 17 percent of the individual variance in achievement scores and represented nearly 70 percent of the between school variation in achievement. (RL) 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 (247K)