Science and Block Scheduling: An Analysis of Teacher Experiences in Wake County, North Carolina

Autor/in	Jones, Carrie Aliceanna
Titel	Science and Block Scheduling: An Analysis of Teacher Experiences in Wake County, North Carolina
Quelle	(2009), (245 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-4172-1
Schlagwörter	Hochschulschrift; Dissertation; Block Scheduling; Focus Groups; Secondary School Science; Interviews; Data Analysis; Science Teachers; Science Instruction; Teacher Student Relationship; Interaction; Surveys; Correlation; Phenomenology; Comparative Analysis; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Block teaching; Blockunterricht; Stundentafel; Interviewing; Interviewtechnik; Auswertung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Survey; Umfrage; Befragung; Korrelation; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	This study provides an overview of the issues science teachers faced in the 2006-07 school year with the change to the block schedule in Wake County, North Carolina. The purpose of this research was to address gaps in literature related to changes teachers had made in their instruction and interaction with students after the implementation of the block schedule. The mixed methods used were a survey instrument, followed by eight focus group interviews. Data Analysis included t-tests, correlations, and triangulation through a phenomenological approach. Results obtained were a difference in methods used by teachers with End-of-Course tests when compared with Non-End-of-Course tests in the areas of outdoor activities, projects, media center visits, and guest speakers. Teachers with more experience also tended to change instructional methods less on the block schedule. Conclusions drawn include state testing negates some benefits of block scheduling including those to curriculum, learning, and student relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10