The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement

Autor/in	Caplinger, Robert T.
Titel	The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement
Quelle	(2013), (104 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Oregon
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-8140-2
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Grade 8; Block Scheduling; Flexible Scheduling; Reading Achievement; Scores; Control Groups; Experimental Groups; Comparative Analysis; Interdisciplinary Approach; Social Studies; Language Arts; Teaching Methods; Statistical Analysis; Oregon + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Block teaching; Blockunterricht; Stundentafel; Flexible working hours; Flexible Arbeitszeit; Leseleistung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Gemeinschaftskunde; Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse
Abstract	The purpose of this study was to examine whether the use of a middle school flexible interdisciplinary block schedule would increase eighth-grade students' reading scores, as measured by the Oregon Assessment of Knowledge and Skills (OAKS). A 90-minute middle school flexible interdisciplinary block schedule served as the independent variable and was evaluated to determine its impact on student reading achievement. Extant data from the OAKS was used to assess student learning. Extant data from two groups of students were examined. The treatment group had their eighth-grade language arts and social studies classes scheduled into 90-minute flexible interdisciplinary block periods, taught by the same teacher. The comparison group had their eighth-grade language arts and social studies classes scheduled into traditional 45-minute departmentalized periods, taught by two separate teachers. The overall amount of time allocated to language arts and social studies instruction within the academic year was the same for both groups. However, the way the time was flexed and utilized within the class periods differed between the two groups. Research Question 1 addressed the possible increase in mean OAKS reading scores over time. Research Question 2 addressed the possible differences in the mean OAKS Reading Achievement Standards cut scores over time. The results of the two-year treatment condition of a FIBS for language arts instruction did not result in statistically significant results, as measured by the OAKS. The results suggest that there may not be a significant achievement difference between schools that implement an interdisciplinary scheduled compared to schools that implement a traditional, departmental approach. [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	2020/1/01