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Evaluation of Educational Scheduling Model
In the early nineteenth century teachers had limited education, but were required to teach a variety of subjects at any given time of the day. In the early 1950s the Carnegie model of instruction was introduced reflecting the needs of an industrial era rather than the needs of the students of today’s world. In the late 1950s schools began to experiment with upgrading instruction by allowing students to participate in independent studies and by implementing larger class sizes. These scheduling initiatives along with other experiments failed to add improvement to the achievement of students. In the early 1960s, an idea surfaced that a flexible scheduling model would benefit both the teachers and students. As a result of this idea, in the 1960s, schools began to modify the traditional seven-period school day. In the early 1970s as flexibility in scheduling continued to be a top priority for educators, the fluid block scheduling model became popular and successful. The model allocated a block of two to three hours to teams of teachers from various content areas to schedule instruction based on the needs of students. Another alternative flexible scheduling model emerged in the 1980s that allowed some courses to start an hour earlier than the regular classes. The model gave students the opportunity to leave school early or to enroll in an extra class. The evolution of educational scheduling models have led educators to focus on models that are flexible, meet the needs of students, and provide the opportunity for teachers to work cooperatively. According to Dexter, Tai, and Sadler (2006), educators, administrators, and students strive to find a schedule that allow for greater retention, ade...
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...hools: Effects on Academic Achievement, Student Behavior,... High School Journal, 83(1), 14. Retrieved July 15, 2008, from MasterFILE Premier database.
Dexter, K., Tai, R., & Sadler, P. (2006, April). Traditional and Block Scheduling for College Science Preparation: A Comparison of College Science Success of Students Who Report Different High School Scheduling Plans. High School Journal, 89(4), 22-33. Retrieved July 15, 2008, from MasterFILE Premier database.
Jenkins, E., Queen, A., & Algozzine, B. (2002, March/April). To block or not to block: That's not the question. Journal of Educational Research, 95(4), 196-202.
The answer to student stress-out. (2008, Spring, 2008). Independent School, Retrieved July 15, 2008, from MasterFILE Premier database.
White, K. A. (2000, January). Mark your calendar. Teacher Magazine, 11(4), 15-16
The utmost top scoring students at schools often exhibit an unbelievable amount of intelligence and participate in an abundance of interesting extracurricular activities. Interestingly, there is an unexplained part of the story behind these amazing students’ success, which is described in the book “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students, by Denise Clark Pope, in which Pope interviews and shadows a random assortment of students at Faircrest High School. This book flawlessly supports my topic about the amount of stress that is truly beneficial to students as Pope reveals the consequences stress has on them, such as the hardships they face regularly and
United States. National Center for Education Statistics. Long-Term Trends in Student Science Performance. Sep. 1998. Web. 2 May 2009. .
Study shows college students deal with high amounts of stress. The State News. N.p., 10 Feb. 2013. Web. The Web.
One of the main reasons why schools are switching to block scheduling is because students receive higher test scores on standardized tests. Having only forty-five to fifty minutes of class is difficult to take a test meant for one hour and thirty minutes. With the new scheduling, students are able to take their time on tests and not rush through them. Many students have a problem focusing during tests, and with the extra time students don’t have to worry about not finishing in time. Chance W. Lewis and R. Brian Cobb, a part of the School of Education at Colorado State University, along with two others, have conducted an investigation on how block scheduling effects high school scores on the ACT. The results indicate that students with block scheduling actually have the higher scores on the ACT in mathematics and reading than students with regular schedules. This proves that students concentrate more on their academic subjects, become more producti...
Jacob, Brian A.Rockoff, Jonah E. "Organizing Schools to Improve Student Achievement: Start Times, Grade Configurations, And Teacher Assignments." Education Digest 77.8 (2012): 28. MasterFILE Premier. Web. 3 Apr. 2014.
Stress comes from many areas of life especially as an adult student incorporating school at a time in life when family and work are paramount. “Adults just returning to school have substantially higher anxiety about school in general and writing in particular than younger students.”3 Stress, best described by its "synonyms: strain, pressure, (nervous) tension, worry, anxiety, trouble, difficultly"1 has a medical history "According to the American Psychological Association, the majority of office visits to the doctor involve stress-related complaints, and stress is linked to the six leading causes of death: heart disease, cancer, lung ailments, accidents, cirrhosis of the liver, and suicide."2 If managed, stress can be a way to inform me; learning how to recognize my level of stress capacity is important. The Holmes-Rahe Life Stress Inventory 5 http://www.stress.org/holmes-rahe-stress-inventory/ is a list of stressful events that contribute to illness. My personal score on this life stress inventory is 236; I fall in the category of about a fifty percent chance of a major health breakdown in the next...
...ualized plan due to time constraints, it is reasonable to treat each student as they do have an individualized education. Teachers should know their students well enough to individualize the classroom activities so all students have strengths in each lesson. Through collaborative efforts, teachers can gain knowledge about the students and new ways to teach according to different learning styles. Working together, each student can receive an individualized education where their full potential is used.
Jones, F, Bright, J, Clow, A (2001). Stress: myth, theory and research. Essex: Pearson Education Limited. p. 10.
Furthermore, block scheduling aids teachers by providing time to improve teaching methods as well as benefits relating to their job. Teachers and teaching methods directly impact student motivation, interest, and success in courses. Andrej Elez is a student at Montgomery High School - which utilises block scheduling-; moreover, he was enrolled in a traditional school schedule in previous years. In a survey reviewing block against traditional scheduling he reviews the improvement in his courses; he states, "... it [block scheduling] allows for more in depth conversation and understanding of the topic being taught, it helps combine the practice and lecture portions of class rather than having a teacher lecture for the whole class" (Elez). Having
Taking a closer look at dropout rates; discipline worries; low test scores; excessive grades of C, D and F; and a lack of interest among the majority of exceptional students confirms that the status quo of nine month school systems are not the answer. Experience teachers seemed to reach consensus that these negative trends were reduced when schools had more frequent breaks. Social fact deals with traditional family vacation time. The majority of working parents were permitted approximately two weeks of vacation time per year. Researchers varied their definition of year-round education school systems. The majority of the school plans maintained the usual 180 school days (Bradford) with short one or two week breaks throughout the year. Employment of a multitrack or single-track program was based on school needs. If excessive population or reducing the budget was the primary concern, multitrack was chosen for increased school size by assigning students and teaches to targeted groups. Each time these tracks or groups went on break, the classrooms were just simply used by other groups and teachers. Highlighting a few of the plans, the most popular one according to (Weaver), was the 45-15 method. Fourth-five days of formal instruction followed with 15 days of vacation, repeated four times during the school year. (Glines) defined school calendars consisted of the same principle but
According to Sapona and Winterman (2002) teachers implementing this model in their classroom include six comp...
Stress has been shown to have negative effects on college students and their learning. Academic burnout is a substantial problem associated with academic performance and is brought on by stress. A study explained by Shu-Hui Lin and Yun-Chen Huang (2014) is based on two scales, the “Undergraduate Life Stress Scale” and “Learning Burnout Scale” that were used as research tools to explore the life stress among college students and whether or not the results can be used as predictors of academic burnout. This study is intended to specifically identify life stresses associated with academic burnout and to
Wysong, Pippa. "School daze: turn your ZZZ's into A's." Current Health 2, a Weekly Reader publication Sept. 2007: 18+. Gale Opposing Viewpoints In Context. Web. 17 Mar. 2012.
Gregory.J.R, Frazer.H. (1986). An Academic Stress Scale: Identification and Rated Importance Of Academic Stressors, 59, 2-6.
Of all the variables in a comprehensive literature review classroom management had the largest effect on student achievement. Therefore, teachers need to provide clear purpose and strong guidance regarding both academics and student behavior. Teachers and students need to collaborate as a team sharing concerns about the needs and opinions of others. Teachers should be aware of high-needs students and have a plethora of specific techniques for meeting some of their needs. Positive support from the parents, administration, support personnel and the community to bring about positive changes in student behavior is also necessary. Teachers can make a modification; they can construct a community that nurtures and develops social and emotional skills as well as academic