Block Scheduling

UNION UNIVERSITY THE electric shock OF BLOCK SCHEDULING VERSUS TRADITIONAL SCHEDULING ON STUDENT ACHIEVEMENT A REVIEW OF lit SUBITTED TO DR. BENNY TUCKER IN PARTIAL fulfilment OF THE REQUIREMENTS OF EDU 675 CAPSTONE RESEARCH SEMINAR BY LELA BINGHAM MAY 9, 2012 Chapter 1 Introduction As administrators and educators make questi wizardd ways to practice session unwrapcome to a greater extent(prenominal)(prenominal) than than than(prenominal) productively, major budges move over been occurring in mellowed coach train plans. Within the context of rearing right, genius of the attributes of the handed-down expressional dodge that has been a strain for systemic shift has been the acidify of conviction (Trenta & axerophthol Newman, 2002).In Nichols (2005) enquiry, its n stard that iodine of the virtu everyy important bring ups uttered in A domain at happen plow was related to how in effect consortroom counseling cartridge holder was being apply in Americas give littleonss. Evans, Tokarczyk, Rice & deoxyadenosine monophosphate McCray (2002) indicated that this report offered numerous recommendations for prepargon reform initiatives, including restructuring for more stiff function of civilize condemnation and remove magnitude concentration on core donnish prevail overs. t eachy to Lawrence and McPherson (2000), administrators and t severallyers in America comport been criticized regarding the poor delectation of check eon since the 1980s (p. 178). Maltese, Dexter, Tai, and Sadler (2007) bring that approximately 66. 7% of luxuriously coach solar day graduates from the circle of 2004 enrolled in colleges or universities, the importance of eminent sign aim as a means to prep ar savants for a conquestful college take is essential (p. 1).According to Zepeda and Mayers (2006), as the accountability bar rises, tutors stretch forth to explore avenues for increasing learner accomplishment, and enlighten leadership grant examined raw(a) fiscal statement manners, emerging technologies, and exchange plan patterns to improve the command and nurture influencees (p. 137). Nichols (2005) states that in response to A Nation at Risk report, umteen concerned educators and comm social unity leaders at all aspires argued that educates should append the length of the train mean solar day and the give lessons family and simultaneously restructure the tralatitiousistic daily enrolment.Trenta & illuminateify A Newman (2002) wrote that piece just about app bent motions rush foc utilize on judgeing ways to make star judgment of conviction to the academic year and the academic day, opposite efforts have foc utilise on maximizing the judgment of conviction already in the calendar (p. 54). As schools seek to fancy the most powerful pedagogy strategies to attach educatee operation, Zepeda and Mayers (2001) shows 1 oddly attractive plectrum has been j ang strom unitack programming. This plan is in effect in approximately 30 pct of the nations unessential schools. What is balk- computer programing? hold back- programming is a method of programming the six-hour school day into fend offs of conformation term.Some eons referred to as Extended-Period chronicles, hedge computer programing is adjudgeed by advocates beca character it elapses students in family line for overnight finales of time, reduces the amount students spend transitioning surrounded by family unites, and gives students and instructors more opportunities to view to know individually different (www. precept. com). Rettig (2005) indicated that the most universal graphic symbol of shed light on roll enjoyment in Americas secondary schools is the handed-down catalogue, whereby classes unremarkably meet daily and students date six, seven, or octad classes per day (Two Leading, para. 1).According to world-beater (2000), in that location are requirement steps and they remain imperative for schools examining the possibleness of moving to a frustrate computer programming (p. 221). Gruber and Onwuegbuzie (2001) inform that an augment in ward off computer programming in the past decade has been attributed to factors much(prenominal) as the commentary from the business community calling for fundamental change in commandment (p. 33). Although balk- computer programing has been discussed for a few decades, it has die a subject of consider subject debate. There is a plethora of factors to have-to doe with students exploit but this seek will focus on classroom programing.The purpose of this contemplate is to provide an sagacity of the analogyship with school programming and students aqievement. For the purposes of this paper, I define student achievement as any collateral result(s) occurring to the student because of the schooling process. Chapter 2 Literature refresh According to Kienholz, Segal and Yell in (2003) changes in approaches to program line and acquirement are common in schools as we strive to improve the teaching that we are providing our students, as tumefy as help them to achieve spicy levels of conquest.In the past decade or so, pile programming has become one of the most popular programming alternatives to the conventional memorial previously held by many rules. Block scheduling is non sensitive on the layover. It can be traced back to the early mid-sixties when J. Lloyd Trump of the Oregon de givement of Education urged that the school roll be reexamined to consider longer class periods as a way of improving pedagogy (Kienholz et al. , 2003, p. 62). When fol abases the ingurgitate up inventory, Rikard & adenylic acid Bannville (2005) stated that schools utilize larger periods of time, often 90 minutes rather of 50 to 55 minutes, to each class period.Block scheduling has been configured in polar formats, including the 4 x 4 and AB formats. Under the AB format, students attend classes for approximately 95 minutes on switch long time, age on the 4 x 4 format students attend the alike(p) quadruplet out of use(p) classes each day for 90 consecutive days once per year (p. 26). As a result, students have less classes per day or term, and instructors and students should be suitable to focus more deeply on the bodily. season pipe down relatively new in the world of education, break off scheduling has been the cause for much debate over whether it increases student achievement or non. While the compute is to provide teachers and students with larger, uninterrupted periods of time with which to delve deeper into class contentedness and practice. The city crush has the potential to increase student training but plainly with effective practice session of time. This will help answer the questions virtually the impact lock scheduling has on victor (Rikard & group A Banville, 2005, p. 33). The main purposes of the esearch for this paper present info on both sides of this argument, and discuss the stymie instrument with relation to students, parents and teachers perceptions, advantages and single outs and finally, student achievement (Rikard & angstrom unit Banville, 2005). Students, Parents and Teachers Perceptions As Rikard and Banville (2005) begetings were logical with previous research findings, teacher perceptions indicated their bring down stress levels, a step-down in student absenteeism and tardiness, and reduced student manner problems subsequently changing to sidestep scheduling from a traditionalistic format.Sixty six percent of teacher perceive that students l realize more in breaked versus traditional classes but they had no record evidence of that shutting (p. 26). Jones (2000) research from a game school in Southern Georgia had a one-week trial period in which students and teachers participated in clam up chronicle. In the week subsequent to the trial p eriod, a survey was issued to students by presidency to prepare the mixer validity of the program. Students were non required to participate in the survey.If a student chose to do so, however, they would remain anonymous. At the time the survey was administered, 1,205 students (586 males and 609 females) elected to participate in the survey. This accounted for 57% of students that were enrolled in the tall school at the time of the memorize. Jones view include various questions on the survey, with the last addressing whether or non exclude scheduling was an acceptable alternative to traditional scheduling. The surmount by which students answered ranged from 1-5 with 1 being most agreeable and 5 powerfully disagreeing.The mean score was 2. 85, which leaned more toward students in agreement of the change. However, it was close nice to the median that it could non be considered a significant enough deflection to determine the social validity of the trial period (Jones, 20 00). Veal and Flinders (2001) executed a study that was conducted in a broad(prenominal) school with leash beside catalogue types. Teachers, parents and students perceptions were ascertained to determine the impact of scheduling change on teachers and their classroom practices.The usage of Likert scale surveys, interviews, classrooms observations, and text culture were utilize to compile a picture of how and why teachers adjusted to the change in docket (p. 21). Chi-square and ANOVA analyses equivalence engine turn back, hybrid, and traditional teachers order significant differences in four force fields 1) changes in learn methods, 2) opportunities for reflection, 3) kindred with students, and 4) levels of anxiety. According to responses from all surveys, interviews, and observational entropy, instructional methods for most of the teachers with handicap classes changed (Veal & deoxyadenosine monophosphate Flinders, p. 6). A study by Adams and Salvaterra (1998) inclu ded 67 teachers in four duck plan elevated schools in daddy to see how the teachers perceived the staunch memorandum, and whether or not they changed their instructional practices to accommodate that enumeration. Some teachers mat up un hustling for the inscription change, and were worried about being able to cover all of the content that they were accustomed to covering. For some, they withal tangle that the textbook drives the program a sense of urgency to cover the book persists (Method section, para. 2).The teachers that felt they had not received enough training for the period schedule verbaliseed some resistance to shifting from traditional schedule of content or continued to use activities that did not accommodate well to a lower place the new schedule (Results and Discussion section, para. 8). Adams and Salvaterra found that trance some teachers felt that the blank out schedule was a great fit and looked for ways to use it to its fullest, one main finding was that Teachers in all four schools identified a need for lag information, detailly in pedagogic techniques such as cooperative and integrated learning (The Role of Staff Development, para. ). Zepeda and Mayers (2001) administered a study of 31 start-year teachers in the middle west, all teaching on the 4 x 4 pile schedule. each(prenominal) of these teachers worked at a racially diverse school of 1,200 to 2,000 students and had graduated within trey months of beginning to teach. Zepeda and Mayers conducted interviews with these teachers at the beginning, middle, and end of year to get their perceptions of the draw a blank schedule. however the teachers were interviewed, so administrative and student feedback was not included.These new teachers found that they were having difficulties in adjusting their instruction to the extended keep mum periods, various instructions throughout the period, and running out of materials and/or activities before the end of the period (An alysis of the information section, para. 2). These teachers did not think that they possessed the repertoire of activities needful to happyly carry out a class on the stop schedule, and they excessively expressed concern about student discipline and their inability to keep activities running smoothly (Adjusting teaching section, para. 5). Later in this study, teachers get evenly expressed flavorings of being unprepared to respect students effectively on the closure schedule (Zepeda & adenosine monophosphate Mayers, 2001). Veldman (2002) looks at the information from Coopersville noble schooling (CHS) as they transitioned from a traditional, 7-period a day schedule to a particular type of mental impede schedule (A/B Block). On one day, students would attend 4 classes, while on the following day, 3 classes with study planetary house imbedded in that locationin.After four old age of being on the A/B Block schedule, the school system found that at that place were sev eral scheduling concerns that needed to be addressed. In response to the concerns, the school system researched and surveyed and created a new form of scheduling that combined the trump aspects of both traditional and handicap schedules per Veldman (2002). The new schedule, know as the A/B/C Schedule allowed for more instructional time during the duration of the school year. As opposed to A/B Block Scheduling, which gives 90 days of classroom instruction, the A/B/C Schedule allows for 30 additional instructional days.In cookery for the applianceation of the new schedule, Coopersville advanced enlighten (CHS) provided maestro development to strength that enriched instructional techniques and teaching strategies and focused on learning styles. CHS attributed much of the victor of the program to an outpouring of communication among all stakeholders. Although running heaps were not available at the time of the study, Veldman states that the new schedule was proving to be a su ccess with teachers and students alike.According to Jenkins, milksop and Algozzine (2002), it can be argued that because of the additional instructional time received on a deflect schedule, teachers have more of an opportunity to utilize an multifariousness of instructional strategies and techniques in the classroom. In order to determine if this was true, a study was conducted to inquire of teachers the types of instructional strategies used in their classrooms. Teachers from both block and traditional schedules were surveyed and responses were compared (p. 196).Jenkins et al. findings withal revealed that on that point were no real similarities in the opinions of teachers on both block and traditional schedules in regards to teaching strategies. According to the survey responses, teachers from both sides of the spectrum maintain the resembling types and varieties of teaching strategies, regardless of the schedule in which curriculum is being taught. Another study conducted b y Payne (1996) gnarled a questionnaire for faculty and students whose school was on an alter day block schedule.This schedule allowed for students to attend a scheduled sink of classes, on a block schedule, one day with a different set of classes on the following day. The results of the questionnaire showed that faculty felt that more instructional time allowed for more material to be presented in the classroom. They were not pressed to get a certain amount of material and/or standards presented in baseborner increments in the day. Payne concluded that both faculty and students were satisfied with the schedule and felt that it was a success.In a study of students with different academic profiles, Marchant and Paulson (2001) focused on the student perceptions of their alternating, A/B block schedule. Marchant and Paulson gave questionnaires to 2191 elevatedschool school students in an upper class Midwest suburban high school. They wanted to know what the students perceptions of the block were in relation to areas such as behavior, student-teacher relationships, success, and their support for the block schedule. Students were broken up into clusters relating to whether they were high or low-achieving in school, and hether they were happy, displeased, or apathetic about their success. Marchant and Paulson finding suggest that those who were happy and already successful, responded more positive(p)ly in all categories on the questionnaire, while some the opposite was true for the lower-achieving students, In particular, students who were average or high achievers, were satisfied with their achievement, and believes school is important had the highest levels of school mathematical operation and the highest support for block scheduling (Discussion section, para. ), while, in contrast, Students who were the lowest achievers had the lowest support for block scheduling, cudgel teacher relations, and worst perceptions of student behavior (Discussion section, pa ra. 1). According to Shortt and Thayer (1998/1999), a survey was conducted by the Virginia Department of Education, only 1 percent of the responding teachers and 5 percent of the responding administrators indicated that block scheduling had a negative impact on standardized demonstrate stacks. Shortt and Thayer stated that the entropy they dispassionate indicated that teachers, administrators, and students were positive toward block scheduling.Rikard and Banville (2005) interviewed fifteen sensible education teachers at their school sites from eight high schools find in a southeastern school regulate in the coupled States (pg. 26). Consistent with previous research findings, teacher perceptions indicated their reduced stress levels, a decline in student absenteeism and tardiness, and reduced student behavior problems aft(prenominal) changing to block scheduling from a traditional format. Sixty six percent of teachers perceived that students learned more in impede versus t raditional classes but they had no documented evidence of that conclusion per Rikard and Banville (pg. 6). In Persins (2002) research, he researched student attitudes toward web-assisted instruction or usage of computer animations and graphics versus text-based or mental models. The students responded to questions with answer options ranging from (1) strongly agree to (4) strongly disagree. The participants overall attitude toward internet-assisted instruction was 1. 93, which is just about higher than an agree response since strongly agree is rated at 1. 00. Also, attitudes based on sexual practice were computed with female students having a slightly more positive attitude toward internet-assisted nstruction than males, although the difference in gender group attitudes was not considered significant at alpha = . 05 (Persin, 2002, p. 65). Jenkins, Queen and Algozzines (2002) research, To block or not to block Thats not the Question, was to compare teachers opinions about their pr eparation for using various instructional practices as well as their use of those practices and the rightness of employing them as part of block and traditional teaching schedules.Teachers working in block-scheduled high schools surveys were compared with those of their peers teaching in traditional schedule classes. Jenkins et al. study included 2,000 teachers (N = 2,167) conglutination Carolina high school teachers participated in this research 1,031 taught in block-schedule programs and the remainder taught on the traditional schedule for at least three years. Comparisons were do between their opinions on instructional practices, appropriateness of those methods, and their level of training in those methods (p. 98). Responses to the level of use of various instructional methods showed in truth similar answers, shut out that for peer coaching/peer tutoring, teachers on the block schedule inform a higher use of this strategy than id their peers teaching with a traditional sche dule (p. 198). When answering questions about the appropriateness of instructional methods, again, answers were very similar. However, teachers on the block schedule describe a higher appropriateness of (p. 98) using projects than teachers on the traditional schedule. In terms of training for using different instructional practices, in that location were no significant differences in the answers (Jenkins, et al. 2002) A study involving student perception of the block schedule was conducted by Slate and Jones (2000). This study used 1205 southern Georgia high school students and asked them what they judgment of the block schedule later a one week trial period.Although this was a brief entryway to the schedule, this study provided data for those considering moving a school to the block schedule from students who had in reality had a sense of taste of the schedule, instead of simply having it explained to them. Participation was on a voluntary basis, and data could only be inte rpreted from those who chose to participate, making the stype Ale less representative. One disadvantage noted by the students was that they had difficulty paying maintenance through the longer class periods (Overall Results section, para. 1).The study had a positive resultant role, as many more students reported advantages than reported disadvantages (Overall Results section, para. 2). However, some interesting information was that while Students reported that the block schedule had important advantages, e restrainly increase time for study, and relatively few disadvantages, they reported that block scheduling was only a slightly acceptable alternative to traditional scheduling. Some expressed a slight preference for traditional scheduling (Slate & adenylic acid Jones, 2000, Discussion section, para. 1).Santos and Rettig addressed special education teachers perceptions of block scheduling which included the A/B block and the 4/4 semester plan. They interviewed 18 special educatio n teachers in operation(p) as department chairs in Virginia high schools. Nine of these teachers were serving in alternate-day (A/B) schools and nightclub in 4/4 schools. These schools had operated on this scheduling between 1 and 3 years. (What about special educationsection, para 2). The block scheduling was chosen over the traditional schedules in which the department chairs had worked.All clubhouse 4/4 department heads expressed a preference and six of nine department chairs operating in the A/B plan pet this variation of block scheduling over the single-period schedules (Santos &type A Rettig, 1999, redundant Educators Speak Out section, para. 1) . Advantages and Disadvantages contempt its advantages, as Bryant & group A Bryant (2000) mentioned, block scheduling remains only another time-management tool unless classroom teaching/learning interactions also change. Block scheduling does provide more time with few students per classroom.It requires different instructional approaches and allows teachers to use various strategies in a single period (p. 9) Weller & antiophthalmic factor McLeskey (2000) writes that teachers agreed that within the context of a block schedule, team up teaching aids greatly in including students with high incidence disabilities in habitual education classrooms, and assists in meeting the educational involve of all students (p. 213). Maltese, Dexter, Tai, and Sadler (2007) studied how traditional and block schedules prepared students for science in college classes.Referencing the numerical data in the form of student score, and collecting qualitative data and opinions through student surveys, their study concluded that there were points to be made for both schedules, but that n all was proven to be noticeably more successful than the other in terms of the students level of preparation. Advantages and disadvantages are discussed in research conducted by Kenney (2003), as she looks at the decisions of some schools to aband on the block schedule in favor of returning to the traditional schedule. She quotes R. B.Cobb, a professor at Colorado State University, as verbal expression that the block schedule is a grassroots movement. It seems to hit its momentum based on the logic of it and a judgment call by community and educational leaders hat it just looks like it ought to do crack (para. 7). This statement relates both to the reasons for schools keeping and divergence the block schedule in this article. Schools continuing with the block schedule made that judgment call and felt that the schedule fit their needs better, and they recognized advantages in the block schedule.A student can complete 32 credits over the course of a four-year high school career. This allows four more than is possible with the seven-period day (para. 9). These schools also felt that students were less stressed on the block schedule what the block does is create a climate in which the kids tonus a mess hall less stressnot worrying about seven different classes, seven different sets of rules, and the happening of several different tests a day (para. 7). However, Kenney also discusses disadvantages to the block schedule, and reasons that schools and districts have moved away from this schedule.While superfluous time can be very ripe in class, some administrators feel that many teachers used the additional minutes as busy time (Quick Abandonment section, para. 3). Additionally, there can be provideing issues in smaller schools, when you go to the block, you have to hire more teachers, thats what it boils down to (A Money Decision section, para. 3), and so there is the fact that at this point, there is no determinate proof that the block schedule is the more successful of the 2 schedules, Ive never in reality seen any clear, quantitative evidence that proved block scheduling was superior to the traditional schedule.There was a everyday feeling it was better but no one could prove it (Kenney, 200 3, A Money Decision, para. 5). Santos and Rettig (1999) says The rapid blossom of this innovation brings with it both benefits and concerns with regard to programming for students with disabilities. Despite the amount of information available on block scheduling, little research exists on the benefits and drawbacks for special education (What about special education and block scheduling section, para. 1). One particular study focused on this exact issue Is any one schedule better for students with disabilities?The study focused on a wide of 620 students (160 students with disabilities and 460 students without disabilities) from schools on traditional schedules and schools on block schedules. The schools touch had to have been on a particular schedule for a minimum of 4 years. During the first year of the study, there were 8 traditional scheduled schools and 8 block scheduled schools (4 large schools, 2 medium-sized schools, and 2 small schools). At the end of the study, a total o f 12 schools participated in the study. All schools involved were 9-12 musical score high schools with similar attendance and offset rates.All traditional scheduled schools had the same amount of time in a school day and the same student/teacher ratio. The same applies for the schools on block scheduling (Santos &type A Rettig, 1999). Santos and Rettig surveyed 281 teachers regarding the satisfaction of the schedule on which they taught. State mandated assessment test tons in schooling, manner of speaking, math, science, and social studies, pit point averages, portrayal test score were reviewed from all schools to assist in determining a difference in achievement of students on block and traditional schedules.After reviewing test get ahead and records, it was found that there was no difference between students with disabilities and students without disabilities between either block nor traditional schedules. According to the study, this may be due to the fact that teachers on both schedule types were highly satisfied with the schedule on which their school was open. It was also discovered that teaching strategies were very similar and there was very little, if any, difference between teaching strategies.This information showed that what works for one student, may not work for another, and that it may be possible for the high achieving students to be successful in any environment. While this may not be a unique(predicate) disadvantage for the block schedule, the fact that it does not continuously reach the low achieving student population is something to be considered when look at the effectiveness of the schedule, or when there is the possibility of making the change to the block schedule (Santos & international ampere Rettig, 1999, Recommendations section, para. ) Student Achievement According to Queen (2000), the death penalty of block scheduling was not initiated to hazard student achievement presently. However, in many studies conducted nat ionally, the focus has been on how block scheduling crookd the academic achievement in students (p. 218). Shortt and Thayer (1998/1999) concluded that the test of any reform effort is a positive change in student achievement, in this age of accountability (p. 78).Effects on academics have been investigated primarily by studying the following configuration point average, love roll achievement, deed of failures and dropout rates and students performance on standardized tests (p. 80). Gruber and Onwuegbuzie (2001) conducted a study of student lots on the Georgia exalted School starting time Test (GHSGT) at a school that made the transition from traditional to block scheduling. Scores were interpreted from before the schedule change in 1996-1997. The scores were whence compared to after(prenominal) the schedule change of 1999-2000.While the comparison was hoped to be in favor of block schedule, the findings of the study was no significant difference in grade point average betw een the two groups. Significantly higher scores were noted for students on the traditional schedule in all four core academic areas per Gruber and Onwuegbuzie. In 2005, Nichols conducted a study comparing the academic success of students in five high schools in a large urban area in English and Language liberal arts. Over the course of this study, Nichols noted that the block schedule did not have a observable impact on the achievement of students in this content area.The schools went into the block schedule transition with noticeable grade point average differences between them, and in the 1998-1999 school year (several years after all schools converted to block formats), an overall mean difference in GPAs among the five schools remained (p. 301). Similarly, GPA in the various(prenominal) schools themselves did not differ greatly from year to year, and after the schedule transition. Student GPAs for River highschool School and South High School were ab initio lower than for other high schools in the district and after block conversions, the students generally hold the lower achievement (p. 02). Unfortunately, the same was true for higher gain students, Oak High School and mating High School were initially two of the higher achieving high schools in the district, and their conversion to block scheduling appeared to have little or no impact on student achievement in English or lyric poem arts courses (p. 303). The one noticeable area of change that Nichols does notice is that the routine of students taking English and lyric arts increase substantially after these schools changed to block schedule (p. 207).Lawrence and McPherson (2000) conducted a study comparing the traditional and block scheduling scores of students in two high schools in the same district on the North Carolina end of course tests in the core subjects. The two schools used were chosen because they were some of the first to adopt the block scheduling model. selective information we re taken on the traditional schedule from 1992 1994 and on the block schedule from 1994 1996. While evidence was anticipate to be found to support the success of the block schedule, this was not the case.For each of the four core subject test, the mean score for the traditional schedule was systematically higher than the mean scores for the block schedule (hypothesis 4, para. 2), however, there was significant support for the block schedule when using the students final classroom grades for comparison (results, para. 4). The end could be based on many factors, such as tests being more closely laced to curriculum, or the standardized tests covering more material than students are used to on classroom tests (Lawrence & McPherson, 2000).While looking at standardized testing, the College Board daub of Research and Development did a study in 1998 that compared advanced placement test scores of students on both the block and the traditional schedule, and found that students on t he traditional schedule scored better. Lawrence and McPherson noted that there were also differences in performance between students that study the coursework on the block schedule in the spring versus the attend semester, as they were more removed from the course at the time of the test, or had not yet end the course when the test was administered.Zepeda and Mayers (2006) data favored those students on the traditional schedule. These studies indicate that research shows that pros exists for both types of schedules and more data needs to be gathered and break apart in order to find a conclusive answer. The purpose of this project was to collect data from two different school districts operating on the block schedule at the high school level to obtain personal perceptions and opinions of the block schedule from both students and staff. These perceptions and opinions focused on whether or not the block schedule is seen as a positive class structure.Using a survey that was administe red to both 10th grade students and staff at the participating schools, this data was undisturbed and analyzed to make comparisons between student and staff perceptions, as well as noting any coefficient of correlation between positive views and feelings of success on the block schedule. The analysis of this study was completed in three phases (1) an extensive search of the research concerning block scheduling, (2) plait of a matrix depicting the results of the search, and (3) analysis of the studies included in the matrix. p. 142). The goal of this study was to collect and analyze both quantitative and qualitative data in the form of responses obtained through survey questionnaires. It was expected that the data would lean in favor of the block schedule, and would show trends or specific areas in which teachers and/or students feel that the block schedule is helping them to be successful, as well as reasons, methods, or activities that the survey participants feel are particular ly beneficial or effective with regard to the block schedule (Zepeda & Mayers, 2006).As Kenny (2003) mentioned in her article, Watauga High School located in North Carolina is using a schedule that combines the traditional and block schedule, and they have found similar advantages to the block classes. Watauga schedule includes both traditional and block length courses, and the number of classes that a student has each term depends upon how many blocks they choose to take. It is possible for them to take between four, all block, and eight, all traditional, classes at any given time.This schedule has been employ because the school decided that their philosophical countersink was that neither all block nor all traditional schedules best serve all students, teachers, and subjectswe review student performance, teacher opinion, and available research annually to determine how to best offer the particular course to a lower place review (p. 49). Through this schedule, the school is s howing that their heading is the best interest of their students and teachers, and the learning process.As they continue to work with the block schedule, they note that some of its advantages are less homework each night because of a hoy course load (p. 48), that it can help at-risk students because they normally have two major academic blocks each semester, allowing them to focus more on academics because they have fewer courses (p. 48), also that block courses are taught in a more hands-on-way (p. 48). In a detail military rating of the Copernican plan, Carroll (1994) focused on the letter grades that students earned in their classes, and finds support for the block schedule looking at this end result for students in a course.The 2007 research done by Hynes-Hunter and Avery, focused on the effects of block scheduling on somatic education although this topic has been neglected. Four high schools and one middle school located in the Northeast, and one high school and one middle s chool located on the West brim United States, were selected to participate in this study. When compared with exceptional physical education classes, students in this study spent more time in waiting and management, and less time receiving information and in daily activities (p. 174). Block scheduling creates enough time for students to develop physical skill and for teachers to measure and document skill development. Also, this scheduling allows students to spend qualified time on fitness development to actually experience improved physical fitness per researchers (p. 178). Hynes-Hunter and Avery (2007) pen the research from Claxton and Bryant (1996) clarified that it is a possibility that the holy person place for physical education in the new block will rely on the reputation of the existing physical education program.The authors felt that if physical education was regarded as a class which met no worthwhile objectives, the transition to block may be a convenient time to eli minate it. moreover if it was seen as a vital part of the school program, it has a good chance of assuming an equal role with other subjects (p. 175). Based on the research from Ron Persin (2002), There was a dramatic increase in Physics honors final exam scores when a high school physics teacher implemented a website for instruction in a block schedule.The site was used to deliver weekly take to task notes, plans, and assignments while also providing links to other sources of information in physics. More time in class was available for demonstrations, group lab activities, and multimedia presentations. The research involved comparing the final exam scores in honors physics during three consecutive four-year periods from 1991-2002. social class means showed that the exam scores decreased when the school switched from the seven period-day to the 4 by 4 block, and then increased when the block schedule was advanced with Web-Assisted Instruction (p. 1). In yet another study, two t ypes of block schedules (44 and A/B) and traditional schedules were compared and examined. Ninth grade mathematics and reading standardized test scores were evaluated under each schedule, along with the strike, which was administered during the students minor(postnominal) year of high school. Scheduling types, gender, and ethnicity were observed to determine what, if any, influence they had on test scores. Participants involved came from 7 junior high and high schools in Colorado Spring, Colorado.After the data were reviewed, findings of this study suggests that the 44 block schedule maintained significant gains in the areas of mathematics and reading on the standardized test administered in the 9th grade. ACT scores also revealed that students on a 44 block schedule exceed those on the A/B block and traditional schedules. gender and ethnicity had no influence on the outcome of test scores. Because of the findings, this study slightly backs the idea of block scheduling (Lewis, 20 05).When questions are asked or surveys are completed regarding the use of technology in the curriculum, the overwhelming majority of instructors would say that they are utilizing available technology. Based on the success of this author, it seems that Web-Assisted instruction can be used to enhance learning physics by students in the block schedule. The rudiments of using technology effectively to increase teaching methods mustiness be masters and implemented by all (p. 68). Problems with appropriate use of class time and its impact on student achievement have remained unresolved (Queen, 2000, p. 218). Ten of his fifteen recommendations for the approaching that he believes are important to maximize the positive impact of block scheduling are 1. Teachers must develop and follow monthly, weekly, and daily pacing guides. 2. Teachers must master a minimum of five instructional strategies to engage students directly in the learning process and should aim to master seven or eight. 3. Teachers should whole step each lesson by changing grouping patterns, variable presentations, and using different instructional activities every 10 to 15 minutes. In most cases a teacher should use a minimum of three instructional strategies during any class period. . Teachers should incorporate alternative and bona fide assessment practices when evaluating students. 5. Teachers must use the entire class period for instruction. Every day. 6. Teachers should strive to be imaginative and flexible in assigning activities and should incorporate distant assignments in to regular classroom activities. 7. Teachers should monitor individual students participation in small and large groups. 8. Successful block teachers should mentor, formally or informally, beginning teachers and veteran teachers having difficulty with instruction in block scheduling. . Principals or staff development staff office must provide initial and continuing staff development for all teachers throughout the yea r on the topics of curriculum and instructional alignment, instructional pacing and strategies, and time management. 10. Principals must develop a monitoring team to verify that all teachers are using pacing guides and various instructional strategies effectively (Queen, 2000, p. 221). In essence, the success is very dependent on the professional that implement the scheduling.It is important that the principals, teachers, students, and parents give the same level of attentions and effort to block scheduling as other scheduling options (Queen 2000, p. 222). Veal and Flinders (2001) discloses that in the state of Massachusetts, it is mandatory for a student to pass (or score proficient) on language arts and mathematics portions of the MCAS during the spring semester of their sophomore year in order to graduate with a high school diploma. In 2001, one Massachusetts school, North version High School converted to block scheduling.A study was conducted to determine if achievement, as it pertains to the MCAS, increased after the implementation of the new scheduling system (Veal & Flinders, 2001). Participants of this study consisted of 762 students who took the MCAS during their sophomore year in high school. The years in which data were collected are as follows 1998-1999 mathematics and language arts scores (one year preceding to the conversion to block scheduling) 1999-2000 and 2000-2001 mathematics and language arts scores (two years after block scheduling was implemented). Results showed that in 2001 study, students on the traditional schedule, 73. 3% of the 290 students tested passed the mathematics and language arts portions of the MCAS. In the years following the conversion to block scheduling, 472 students participated in the exam, with 89. 19% of students obtaining a passing score. The outcome provides evidence that there was a significant increase in passing grades for the MCAS at North Reading High School. Veal and Flinders believed that the investme nt of professional development for teachers prior to the instatement of block schedule may have contributed to the improvement of test scores.Implementation of the block scheduling system can be a costly change for any school, this school found it to be an effective change (Veal & Flinders, 2001). The purpose of Trenta and Newmans (2002) study was to determine the impact block schedules had on students grade point averages (GPAs) in required English/language arts courses. Data were collected from five high schools several years prior to the block schedule conversion. Each schools population alter in student socio-economic status and ethnicity.The hypothesis established was that GPAs in required English/language arts classes would not be impacted or bear upon by transition to block scheduling. The researcher used student GPAs and an ANOVA analysis of variance as methods of analysis for obtained data. Resulting from the study, it was found that the majority of schools scores incr eased the first year after the conversion to block schedule, but eventually reverted back to the pre-block average in subsequent years. Only one school maintained a steady increase in GPAs after the change to block scheduling.Upon the request of a mid-western school board, an valuation was conducted on the districts high school block scheduling program. The evaluators, Trent and Newman, were asked to conduct the military rank based on hard data, not opinions. Therefore, Trenta and Newman evaluation of the school consisted of finding the relationship between block scheduling and * Student grades (based on math, English, science, & social studies GPAs) * Ohio Proficiency Test (OPT) Scores * ACT Scores * Attendance RateTrenta and Newman states that subjects of the study consisted of a total of 500 students from the graduating classes of 1997, 2000, 2001, and 2002 (125 from each class) who attended the school from their appetizer year through graduation. Data were collected from e ach students transcript for this study. Results of the study showed that there was a positive relationship between students grades and block scheduling. The same held true for the OPT scores. Although these outcomes cannot be directly attributed to block scheduling, Trenta and Newman (2002) believe that the scheduling change influenced the data concerning grades and OPT scores.ACT scores however, showed no significant relationship to block scheduling. In the case of attendance, the data fluctuated so much so that the relationship to block scheduling, or lack thereof, was indefinite. It was concluded that the evidence for this particular high school shows that block scheduling had an influence on students academic success (Trent & Newman, 2002). Nichols (2005) believes that there is limited support that suggests that block-scheduled schools may have a direct positive effect on improving student achievement.Several schools reported that percentages of earned A grades increased tre mendously after block implementation (p. 300). In 1994, a high school located in the westbound portion of the United States, converted from a traditional 7-period/day schedule to a 44 block schedule. The intent of this conversion was to offer more course options for the students and to create a less-stressed and slower paced melody for both students and teachers. Five years after implementation of block scheduling, the director of schools sought for a method by which the program could be evaluated.In 1998, Adam and Salvaterra, assessed, among other things, whether or not block scheduling was cost-efficient for this particular district. Since the concept of education and knowledge cannot be fiscally measured, the researchers had to establish several methods of evaluation in determining the value of block scheduling battle array of qualitative and quantitative data collection of information on the perception of block scheduling by teachers and parents (in the form of surveys) and visits to the school in which observations were made and interviews conducted (parents, teachers, administrators, focus groups).Survey instruments were analyzed by the use of descriptive and chi statistics. After reviewing data, it was determined that after the implementation of block scheduling * Attendance remained steady (90% attendance rate) * A Honor Roll increased * B Honor Roll remained the same * D & F scores slightly decreased * College entrance exams did not have any significant changes * Overall academic achievement remained stable Although academic achievement wide-ranging little, results showed that in reference to the A and B honor roll, students performed better under block scheduling.Other areas evaluated included the professional development/training for block scheduling for faculty. Surveys showed that although there was little training was provided to teachers, in-services compensated and aided teachers in preparing to each under the block schedule. In block sc heduling, teachers are allotted a planning time which is almost double that of a traditional schedule. This time was not being monitored by administration. Results from surveys and interviews showed that faculty and administration could more effectively utilize this time.However, results also showed that teachers use this time to work more closely with students in providing additional assistance and also in preparing for the lesson/unit that is being taught. Would there be much change, if any, in the results of student achievement? Would it be worth the financial and educational costs of implementing a new type of schedule? Teachers should also be trained on how to instruct under a new scheduling type. By doing so, teachers will be equipped with the necessary tools by which they can adequately educate students under a particular type of schedule (Jenkins, 2002).Chapter 3 Summary As I looked into the research, reports and articles, it is clear that there are disadvantages and certain ly advantages for the use of the block schedule. When one study reports lower test scores on the block schedule in an area, it is possible to find another study with contradictory findings. The majority of the studies reviewed showed that there was no significant difference in student achievement based upon the type of scheduling. Studies where students showed improvement in block scheduling, however, had several external factors that may have impacted student achievement (i. e. xtensive research among students, teachers, and parents prior to implementing a new type of schedule, teacher in-service training as pertains to block scheduling, etc). One underlying typography throughout the literature was that the majority of, if not all of the stakeholders, need to be on-board and coached prior to the implementation of a new or different schedule. I harmonize with Wronkovich, the decision whether or not to adopt block scheduling should be based on the run of current research. Schools should establish measurable goals and set a timetable for evaluating the outcomes of block scheduling (para. ). Block schedules can potentially ease the transition from the homelike atmosphere of the mere(a) school to the departmentalized environment of the high school by reducing the need for constant class changes and the number of classes students have on any given day, while providing increased content emphases and time on task. The blocked time schedule also gives even disorganise students a fighting chance to keep au courant of assignments and projects (Mowen & Mowen, 2004, p. 50). I have found that the research is still inconclusive as to which schedule better serves the educational needs of students.Like with any topic, there are studies and research that favor arguments on both sides, indicating that more information is definitely needed. As Veldman (2002) emphasizes, when considering a change in scheduling, a school must take into account the opinions and concerns o f all stakeholders and research its options. References www. education. com Adams, D. C. & Salvaterra, M. E. (1998). morphological and Teacher Changes necessities for successful block scheduling. High School diary, 81, p. 98-106. Bryant, C. & Bryant R. (2000). Social studies in the block schedule A model for effective lesson design.The Social Studies, 9-16. Canady, R. L. & Rettig, M. D. (2001). Block scheduling The key to quality learning time. Principal, 80(3), 30-34. Carroll, J. M. (1994). The Copernican plan evaluated The evolution of a revolution. Phi Delta Kappan, 76(2), 104-113. Childers, G. L. & Ireland R. W. (2005). Mixing block and traditional scheduling. The Education Digest, 6, 43-49. Dexter, K. M. , Tai, R. H. & Sadler, P. M. (2006). Traditional and block scheduling for college science preparation A comparison of college science success of students who report different high school scheduling plans.The High School Journal, 89(4), 22-34. Evans, W. , Tokarc zyk, J. , Rice, S. , & McCray, A. (2002). Block scheduling An evaluation of outcomes and impact. The Clearing House, 75(6), 319-323. Gruber, C. D. & Onwuegbuzie, A. J. (2001). Effects of block scheduling on academic achievement among high school students. The High School Journal, 84(4), 32-42. Hackmann, D. G. (2004). Constructivism and block scheduling reservation the connection. Phi Delta Kappan, 85(9), 697-702. Hynes-Hunter, J. M. & Avery, S. (2007). Block scheduling in secondary physical education East compared to West Coast Unite States of America.The Physical Educator, 64(4), 170-179. Jenkins, E. , Queen, A. , & Algozzine, B. (2002). To block or not to block Thats not the question. The Journal of Educational Research, 95(4), 196-202. Kenney, L. C. (2003). Back from the blockor not? School Administrator, 60(9). Kienholz, K. , Segall, N. & Yellin, D. (2003). The block Implications for secondary teachers. Kappa Delta Pi, 39(2), 62-65. Lawrence, W. W. & McPherson , D. D. (2000). A comparative study of block scheduling and traditional scheduling on academic achievement.Journal of instructional Psychology, 27(3), 178-182. Lewis, C. W. , Dugan, J. J. , Winokur, M. A. , & Cobb, R. B. (2005). The effects of block scheduling on high school academic achievement. NASSP Bulletin, 89(645), 72-87. Maltese, V. A. , Dexter, K. M. , Tai, R. H. , & Sadler, P. M. (2007). severance from tradition Unfulfilled promises of block scheduling in science. Science Educator, 16(1), 1-7. Marchant, G. J. & Paulson, S. B. (2001). Differential school functioning in a block schedule A comparison of academic profiles. High School Journal, 84(4), 12-20.Mowen, G. G. & Mowen, C. (2004). To block-schedule or not? Education Digest, 69(8), 50-53. Nichols, J. D. (2005). 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