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| Autor/in | Veal, William R. |
|---|---|
| Titel | Hybrid Scheduling Effects on Science Teaching and Learning. |
| Quelle | (1999), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Block Scheduling; Classroom Techniques; High Schools; Instructional Effectiveness; Science Instruction; Teacher Attitudes; Teaching Methods; Time Factors (Learning) |
| Abstract | As forms of school restructuring sweep the nation, teachers are interested in how block scheduling will influence their models of professional development. This report examines the effects of a high school's transition from a traditional to a hybrid schedule--three traditional and two block classes each day--on science teaching and learning. Findings indicate that the amount of instructional time influenced the type of teaching strategies employed, and that the specific teaching methodologies used were varied and differed from previous years. (Contains 34 references.) (WRM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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