Microsoft Word - BlockingSchedules.rtf - CAREI BlockingSchedules.pdf - 25 views
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Shelley Hull on 02 Dec 14" Early advocates of bloc scheduling identified the block schedule as the ca talyst, or vehicle, for bringing about desired changes in secondary education (Carroll, 1990; Canady and Rett ig, 1995)"
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Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
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Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.
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The levels of engagement were much better in the first year under the block schedule, while in the second year the ratings were the same as under the traditional schedule.
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Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
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his may also be supported by Bexell (1998) who found teachers on block schedules using teaching strategies requiring more interaction than teachers on a traditional schedule
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It would seem that the small amount of change in the way teachers teach after switching to a block schedule would be disappointing to block scheduling advocates
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Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
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One thing that is missing from the observation instrument used in this study is any judgment about the quality of a lecture, quality and depth of a discussion, or the complexity of group or individual work