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| Algozzine, Robert F. | 1 |
| Comeaux, Patricia | 1 |
| Hess, Caryl | 1 |
| Huber, Richard | 1 |
| Isenhour, Kimberly | 1 |
| Queen, Allen J. | 1 |
| Robinson, James | 1 |
| Wronkovich, Michael | 1 |
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| Journal Articles | 3 |
| Reports - Descriptive | 3 |
| Reports - Research | 3 |
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| North Carolina | 1 |
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Peer reviewedQueen, Allen J.; Algozzine, Robert F.; Isenhour, Kimberly – NASSP Bulletin, 1999
A North Carolina study found that first-year teachers moved confidently into block scheduling, rated the block highly, and used 11% more time than experienced teachers to manage classroom discipline problems. Teachers attributed their success to instructional pacing, ability to vary instructional strategies, subject area competency, and…
Descriptors: Beginning Teachers, Block Scheduling, Classroom Techniques, Discipline
Peer reviewedHess, Caryl; Wronkovich, Michael; Robinson, James – NASSP Bulletin, 1999
A study of 270 sophomores taught in either a block scheduling or traditional scheduling format showed significant results for English and biology. Block schedules significantly predicted pretest to posttest differences in Educational Testing Service subject scores over and above those of students following traditional schedules. (Contains 16…
Descriptors: Block Scheduling, Curriculum Development, Grade 10, High Schools
Peer reviewedComeaux, Patricia; Huber, Richard – Professional Educator, 1998
Describes an early field experience program designed to help student teachers develop and enhance reflective thinking skills and value reflections and to model collaborative learning. Data from observations, interviews, and journals indicated that the program enabled student teachers to grapple more effectively with the complexities of the…
Descriptors: Block Scheduling, Cooperative Learning, Critical Thinking, Elementary Education
