Literaturnachweis - Detailanzeige
| Autor/in | Huelskamp, Diana |
|---|---|
| Titel | Traditional/Block Scheduling, Gender, and Test Scores in College Biology Course |
| Quelle | In: Learning Assistance Review, 19 (2014) 1, S.45-51 (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1087-0059 |
| Schlagwörter | Block Scheduling; School Schedules; Gender Differences; Scores; Science Tests; Biology; College Science; Science Instruction; College Students; Student Surveys; High Schools; Grades (Scholastic); Statistical Analysis; Effect Size |
| Abstract | Block scheduling is the reallocation of a school day into longer class sessions to allow for more active teaching strategies and active engagement of students, in the effort to increase student performance. Various types of block scheduling exist. Traditional scheduling is when the school day is divided into six to eight sessions, with each session lasting from approximately 40 to 51 minutes. This paper seeks to find if test scores in a college biology course are significantly affected by high school scheduling type, gender, and the combined effects of both. (As Provided). |
| Anmerkungen | National College Learning Center Association. Web site: http://www.nclca.org/tlar |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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