Literaturnachweis - Detailanzeige
| Autor/inn/en | Calvery, Robert; Sheets, Glenn; Bell, David |
|---|---|
| Titel | Modified Block Scheduling: An Assessment of Teacher's and Student's Perception. |
| Quelle | (1999), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Block Scheduling; High School Students; High Schools; Secondary School Teachers; Student Attitudes; Teacher Attitudes; Time Blocks |
| Abstract | This study examined one public school system's change in its scheduling format from a seven-period day to block scheduling. This longer uninterrupted instructional time, usually lasting 90 minutes, provides for fewer classes and transitions per day, and the completion of more course credits during the school year. Participants were 200 high school students and 23 secondary teachers. Data were collected in two consecutive school years, using surveys which compared students' and teachers' perceptions on various issues related to block scheduling. All of the students were switching from a traditional seven-period format to a block schedule. The surveys consisted of 12 Likert-scaled questions focusing on attitudes and perceptions. Overall, students preferred block scheduling to the traditional seven-period day. Their perception when first introduced to block scheduling was low, but after 1 year of block scheduling, their interest increased. They believed it offered greater variety of teaching/learning methods, more meaningful use of class time, and adequate or more individual attention from teachers. Teachers also favored block scheduling overall, believing it was better for their students than the traditional seven-period day. Noted disadvantages included concern about learners' time between courses and less forgiveness of student absences. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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