schools and scheduling

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

Name

University Name

Name of Class / Title of Project / Name of Professor and his/her title

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 chosen to change to block scheduling with the purpose of improving the outcomes of student learning and student behavior. There are many variations of block schedule in use. This study examines the effect of this reform in scheduling practices by comparing the learning and behavior outcomes of parallel block, alternate-day block, and traditional scheduling over an eighteen week period. Learning outcomes were obtained from pre-test and post-test measures and behavior outcomes were measured through absences, tardies, and office referrals for suspensions and detentions.

II. Review of Research Literature including Definition of Terms: Review all literature that supports the importance of the study (what has been done and what needs to be done.) Also review literature related to your independent variables in each arm and dependent variables (measures and instrumentation).

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

Secondary schools were originally designed very much like factories. Classrooms were designed as isolated work stations that could be used only by specific persons at specific times of day and students moved from room to room to receive instruction from the teacher assigned to that room, controlling the four critical facets of the school day: time, the use of space, the grouping of students, and the role of staff members in the use of space (Khazzaka & DeLeon, 1997). To better use these critical facets, educators have been...

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... scheduling and traditional scheduling on academic achievement. Journal of Instructional Psychology, 27, 178- 183.

Marchant, G.J. & Paulson, S.B. (2001). Differential school functioning in a block schedule: a comparison of academic profiles. High School Journal, 84, 12-21.

Meister, D.G., and Nolan, Jr., J. (2001). Out on a limb on our own: uncertainty and doubt in moving from subject-centered to interdisciplinary teaching. Teachers College Record, 103, 608-631.

Queen, J.A. (2000). Block scheduling revisited. Phi Delta Kappan, 82, 214-223.

Santos, K.E. & Rettig, M.D. (1999). Going on the block meeting the needs of students with disabilities in high schools with block scheduling. Teaching Exceptional Children, 31, 54-59.

Veal, W.R. (1999). What could define block scheduling as a fad? American Secondary Education, 27, 3-12.