Student Perceptions of Block Scheduling in a New York State Public High School.

Autor/inn/en	Thomas, Cheryl; O'Connell, Raymond W.
Titel	Student Perceptions of Block Scheduling in a New York State Public High School.
Quelle	(1997), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Block Scheduling; Classroom Techniques; Educational Environment; High School Students; High Schools; Public Schools; Rural Schools; Stress Variables; Student Attitudes; Teacher Student Relationship; New York + Suchen Sie Ihr Suchwort? Block teaching; Blockunterricht; Stundentafel; Klassenführung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study examined rural high school students' perceptions of block scheduling. During the third year of a block scheduling program, juniors and seniors who had experienced both traditional and block schedules completed surveys that asked for their perceptions of scheduling and its effects on them before and after block scheduling. The questions examined stress from both types of scheduling, changes in teachers' instructional methods, changes in student-teacher relationships, changes in homework, changes in classroom atmosphere, changes in their attendance, and perceptions of the school in general. Students also gave their opinions about the benefits and problems of block scheduling. A total of 80 out of 162 students completed the survey. Results indicated that students saw little difference in amounts of homework. They considered the longer classes boring because there were no breaks. They saw a slight increase in class discussions and group projects in block scheduled classes. Students considered teachers responsive to their academic needs both before and after block scheduling. They reported traditionally scheduled classes were more chaotic than block scheduled classes. Block scheduling influenced students' decisions to attend school because it increased the amount of material covered each day. Students felt more stress in school after implementation of block scheduling. Overall, students supported block scheduling. They considered the opportunity for more discussion the primary benefit of block scheduling. (Contains 4 figures and 15 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC