Alternative High School Scheduling. A View from the Teacher's Desk. Research Report.

Autor/inn/en	Pisapia, John; Westfall, Amy Lynn
Institution	Metropolitan Educational Research Consortium, Richmond, VA.
Titel	Alternative High School Scheduling. A View from the Teacher's Desk. Research Report.
Quelle	(1997), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Block Scheduling; Flexible Scheduling; High School Students; High Schools; Inner City; Rural Schools; Secondary School Teachers; Suburban Schools; Surveys; Teacher Attitudes; Teaching Methods; Team Teaching; Time Blocks; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Block teaching; Blockunterricht; Stundentafel; Flexible working hours; Flexible Arbeitszeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Survey; Umfrage; Befragung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching
Abstract	In 1995 the Metropolitan Educational Research Consortium (MERC), Richmond (Virginia) commissioned a study of alternative high school scheduling modules to determine the effects of different schedules on teaching strategies, teacher and student satisfaction, and student and school performance. This report presents the results of an analysis of a survey administered to teachers in 1995. Six types of traditional and block schedules were studied through the responses of teachers from three inner city, five suburban, and four rural schools. Findings indicate that teachers in everyday short block schedules use significantly more whole class instruction than teachers in everyday semester and alternating long block schedules. Teachers in alternating and everyday semester long block schedules practice significantly more in a team approach than teachers in everyday short block schedules. Teachers in everyday long block schedules are significantly more satisfied with student achievement as reflected in their grades than are teachers in alternating long block and everyday short block schools. Teachers in everyday semester block schools report more than teachers in alternating and everyday short block schedules that attendance is significantly better than three years earlier. Teachers in everyday semester block schools and the alternating day with a study block schedule rated their schedules higher than other alternating block schedules, but the everyday semester block schedules received the most favorable rating by its teachers. Seven appendixes contain additional findings in areas such as ability to cover the curriculum and use of particular teaching methods. (Contains 7 tables, 12 references, and the teacher's survey.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01