schools and scheduling Essay

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I.      Title Page:

Running head: OUTCOMES USING THREE SCHEDULING METHODS

Which Schedule? Learning and Behavior Outcomes of At-Risk, Ninth Grade, Math and Science Students Using Three Scheduling Methods: Parallel Block Alternate-Day Block and Traditional
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Abstract Page: (State the Purpose of the Study)
Abstract
For many generations, high school students have had a schedule of six to eight periods a day with each class meeting every day for forty-five to sixty minutes. To better utilize the time spent with students, many schools have begun to reform scheduling practices. Many schools have
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Lloyd Trump who wanted to eliminate the traditional time schedule and simply allow class time to vary to meet the instructional needs of students (Queen, 2000). However, after the mid-1970¡¯s there was little experimentation with block scheduling.
     As the needs and demands of modern technology, the business world, and society have changed, the role of the school has also changed. Creativity and knowledge of technology which was once discouraged is now a necessity (Lawrence & McPherson, 2000). With a need to reform educational practices, educators again are exploring the possibilities of rearranging the use of time in schools in order to improve student learning and allow for time for innovative instruction methods (Queen, 2000).
     To meet the challenge of the new demands of secondary education, the most common transformation in structural modifications to the traditional school day is block scheduling (Deuel, 1999). Educators have been motivated to convert to block scheduling in an effort to improve student test scores, reduce discipline problems, and to enhance learning through longer learning class periods (Gruber & Onwegbuzie, 2001). The theory promoting the movement to block scheduling is that the fifty minute period was insufficient for students to learn school subjects in depth. Block scheduling has been promoted as an alternative to improve student attendance,

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