The Effect of Alternative Block Scheduling on the Retention of English Language Skills and Attendance Rate of Students

Autor/in	Gallager, LaKimberly R.
Titel	The Effect of Alternative Block Scheduling on the Retention of English Language Skills and Attendance Rate of Students
Quelle	(2009), (106 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Union University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-2768-8
Schlagwörter	Hochschulschrift; Dissertation; Block Scheduling; Standardized Tests; Academic Achievement; Grade 10; Language Skills; English; Rural Schools; Attendance Patterns; School Schedules; Influences; High School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Block teaching; Blockunterricht; Stundentafel; Standadised tests; Standardisierter Test; Schulleistung; Language skill; Sprachkompetenz; English language; Englisch; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulzeiteinteilung; Influence; Einfluss; Einflussfaktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The purpose of the study was to investigate the effect that alternative block scheduling has on the retention of English language skills and student attendance rate. In addition, the study explored the difference between teachers' preferences of alternative block scheduling versus traditional scheduling as it relates to years of teaching. The sample consisted of 22 female and 18 male rural 10th grade students' English scores and attendance information for two concurrent years on the Mississippi standardized test (SATP) in both a traditional classroom and an alternative block scheduled classroom. In addition, 8 rural teachers with teaching experience in both a traditional classroom schedule and an alternative block scheduled classroom completed a demographic information sheet. Evidence did not show a significant relationship between student attendance and schedule mode; however, a significant difference was found in student achievement scores as a result of the schedule. Students in the alternative block scheduled classroom had a higher mean in student achievement scores than those in the traditional schedule classroom. Further implications of the results are discussed. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10