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Descriptors:
Block Scheduling; Discipline; Educational Change; Educational Innovation; Flexible Scheduling; Instructional Innovation; School Schedules; Secondary Education

Abstract:
This paper examines how block scheduling affects teachers' perceptions of school climate. It is based on information taken from 21 high schools in a southern state that used 4X4 block scheduling. Data were collected through interviews, a survey instrument that measured teacher perceptions of climate, and focus groups. Based on results from the climate instrument, 2 schools with at least 3 years experience with block scheduling were identified as outliers: 1 positive, 1 negative. Both were comprehensive, public high schools that enrolled students in grades 9-12. Findings include descriptions of the school context, administrative structure, student discipline, faculty collegiality, obstacles to teaching, staff development, and block scheduling. Teachers at both schools commented on improved discipline and academic performance, though teachers at the negative outlying school believed that the administrators' laissez faire style and inconsistency in handling discipline undermined disciplinary efforts. In the positive school, visionary leadership, professional activities in a departmental structure that encouraged collegiality, and a commitment to uninterrupted instructional time contributed to high teacher satisfaction. An inequity in funding was seen as one contributing factor to the different experiences between the two schools. Three tables contain information on demographics, achievement and student participation, and dimensions of contrast between the two schools. (Contains 22 references.) (RJM) 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:
Compensatory Education; Educational Innovation; High School Students; High Schools; Inner City; Instructional Effectiveness; Professional Development; Teaching Methods

Abstract:
This study focused on the extent to which nontraditional instructional strategies targeted by a high school in its Title I schoolwide plan were observable in classrooms. The study was conducted in an inner-city high school where 76% of the students are classified as economically deprived. Data were collected through classroom observations in 18 of the 33 regular classrooms in the school. Both qualitative and quantitative data were collected. The classrooms of two teachers were the focus of more detailed study. The evidence overall was mixed regarding implementation of Title I instructional goals. The use of technology was hindered by resource shortages and teacher adherence to teacher-centered strategies. In nearly all classes, students were assumed to be passive learners, although the skill of the faculty in establishing rapport with these low-income students and in creating a positive learning climate are strengths on which the school could build in promoting Title I instructional components. The two classes that were studied more extensively exemplified a traditional teacher-centered class and a student-centered class in which students were encouraged to use various learning styles to accomplish a week-long project on poetry. The contrasts between these two classes suggests that teacher professional development could do much to encourage student-centered instruction. (Contains 3 tables and 19 references.) (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 (548K)

Descriptors:
Block Scheduling; Educational Environment; Flexible Scheduling; High Schools; Program Effectiveness; Program Evaluation; Public Schools; Rural Schools; Time Factors (Learning)

Abstract:
To offer insights into scheduling strategies, this paper presents the effects of block scheduling in one rural public secondary school. This case study revolves around three questions: (1) "What prompted the school's move to block scheduling?"; (2) "How was block scheduling implemented?"; and (3) "How has block scheduling affected perceptions of school climate, academics/instruction, and time/materials management for students, teachers, administrators, and guidance personnel?" Interviews were conducted at the school with students, teachers, and administrative/counseling personnel. Results revealed several themes: block scheduling helped students feel more empowered about learning, and teachers reported more empowerment in their instructional role. More assigned homework was being completed, and teachers indicated satisfaction about the demands on their time. Findings indicate that block scheduling basically benefited all students equally, regardless of ability level, attitude toward school, and degree of school success. Students' tardiness decreased and their management of books, materials, and schoolwork improved. The report suggests that supports--materials and supplies--must be provided for the ongoing success of block scheduling. (Contains 13 references.) (RJM) 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 (479K)

Descriptors:
Administrator Effectiveness; Administrator Role; Educational Change; Elementary Secondary Education; Leadership; Leadership Effectiveness; Leadership Styles; Organizational Development; Participative Decision Making

Abstract:
This paper examines qualities of effective school leadership that are critical to successful educational change. The first part explores various definitions of leadership, discusses the concept of leadership versus management, and describes the challenges that school leaders face. The paper then draws on data collected from interviews with four experienced and recognized school leaders to highlight the critical issues for educational leadership today. Several factors that foster the effective leadership necessary to adaptive educational change are identified. The leaders utilized a team approach to school leadership; balanced management skills with visionary leadership; and strove to minimize bureaucratic and other structural constraints. They reported that educational change was hampered by a lack of participative decision making, team leadership, professional development, and teacher empowerment. Time constraints, parental apathy, and external social problems were also major barriers. One table is included. Contains 21 references. (LMI) 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 (279K)