Scheduling Inequality in Math and Science: How Trimesters Hurt Students at Risk of Academic Failure

Autor/inn/en	Bair, Mary Antony; Bair, David
Titel	Scheduling Inequality in Math and Science: How Trimesters Hurt Students at Risk of Academic Failure
Quelle	In: American Secondary Education, 39 (2010) 1, S.78-94 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Trimester System; High Schools; At Risk Students; Graduation Requirements; School Schedules; Ethnography; Observation; Mathematics Education; Science Education; Interviews; Teacher Attitudes; Administrator Attitudes; Attitude Measures; School Counselors; Teaching Conditions; Educational Environment; Block Scheduling; Michigan + Suchen Sie Ihr Suchwort? High school; Oberschule; Abschlussordnung; Schulzeiteinteilung; Ethnografie; Beobachtung; Mathematische Bildung; Naturwissenschaftliche Bildung; Interviewing; Interviewtechnik; Lehrerverhalten; School counselor; Beratungslehrer; Pädagogischer Berater; Lehrbedingungen; Unterrichtsbedingungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Block teaching; Blockunterricht; Stundentafel
Abstract	Although many high schools are switching from a semester to a trimester schedule as a response to increased high-school graduation requirements, there is very little empirical research on trimesters. In this ethnographic case study (2006-2009), we observed 22 math and science classrooms, interviewed seven administrators, two counselors and 22 teachers, and examined documents in order to understand what happened when one high school in Michigan switched to trimesters. Our findings reveal that the trimester schedule results in loss of instructional time, which reduces students' opportunities to learn. Although the switch to a trimester schedule was made to help struggling students meet the new graduation requirements, trimesters inadvertently hurt students already at risk of academic failure. Our findings suggest that struggling students will probably benefit from more time to learn content. We also recommend content-specific professional development for both teachers and administrators. (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10