Block Scheduling in North Carolina High Schools.

Institution	North Carolina State Dept. of Public Instruction, Raleigh. Div. of Innovation and Development Services.
Titel	Block Scheduling in North Carolina High Schools.
Quelle	(1994), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Block Scheduling; Flexible Scheduling; High Schools; Program Implementation; School Schedules; Statewide Planning; Time Blocks; Time Factors (Learning); North Carolina + Suchen Sie Ihr Suchwort? Schulleistung; Block teaching; Blockunterricht; Stundentafel; Flexible working hours; Flexible Arbeitszeit; High school; Oberschule; Schulzeiteinteilung; Planwirtschaft
Abstract	Since 1989, North Carolina has implemented several statewide initiatives to establish high expectations for all students. State educators have also paid increasing attention to the flexible use of time as a resource for expanding student learning. Block scheduling is a reorganization of school time that is increasingly being adopted by North Carolina public high schools. This report examines the extent of block scheduling in North Carolina high schools, advantages and disadvantages perceived by early implementers and students, instructional practices used in block-scheduled high schools, and policy issues. Data were derived from surveys, school site interviews with administrators, focus-group interviews with teachers and students at two high schools, and limited end-of-course test scores. Findings show that implementation of block scheduling is rapidly growing in North Carolina; teachers get more planning time; direct teacher contact hours are reduced by 30 hours; students report less homework; staff development and planning are vital to successful implementation; and there is little effect on end-of-term test performance. Most teachers and administrators identify the following strong points: students can take more courses and electives and have fewer classes to prepare for at one time, and teachers have more planning time, can use class time more effectively, and have fewer preparations. The weakest points, in the opinion of teachers and administrators, appear to lie in the accommodation of transfer students and the difficulty of students' recovering from absences. Four figures and six tables are included. Appendices contain a list of participating schools and their schedules, surveys, and an article on the pros and cons of block scheduling. (Contains eight references.) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC