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Walker, Karen – Education Partnerships, Inc., 2006
To use a block schedule or a traditional schedule? Which structure will produce the best and highest achievement rates for students? The research is mixed on this due to numerous variables such as: (1) socioeconomic levels; (2) academic levels; (3) length of time a given schedule has been in operation; (4) strategies being used in the classrooms;…
Descriptors: Academic Achievement, Block Scheduling, Scheduling, School Schedules
Chase, Elaine; Mutter, David A.; Nichols, W. Randolph – American School Board Journal, 1999
Provides evaluation snapshots of nine programs operated by the Chesapeake (Virginia) Public Schools to illustrate the importance of ongoing program assessment. Advises evaluators to use teamwork, employ a full-time evaluator, utilize consultants as needed, write annual management plans, involve school division administrators, and meet regularly.…
Descriptors: Acceleration (Education), Block Scheduling, Cost Effectiveness, Elementary Secondary Education
Peer reviewedSoldner, Laura; Lee, Yvonne; Duby, Paul – Journal of College Student Retention, 1999
To assist integration of incoming freshman into the academic environment, improve social acclimation, and increase student retention, Northern Michigan University created a first-year experience program with community as its central focus. Its key to success is the use of block scheduling, combining a freshman seminar with other classes. Pilot…
Descriptors: Academic Persistence, Block Scheduling, College Freshmen, College Students
Peer reviewedEineder, Dale V.; Bishop, Harold L. – NASSP Bulletin, 1997
An Ohio high school staff's action-research project examined effects of a recently implemented block-scheduling arrangement on student achievement, behavior, and student-teacher relations. Results support other research: students earned higher grade point averages, more students attained the honor roll, disciplinary referrals were reduced,…
Descriptors: Academic Achievement, Action Research, Block Scheduling, Educational Benefits
Queen, J. Allen – Phi Delta Kappan, 2000
Successful block scheduling depends on provision of initial and ongoing instructional training. Teaching strategies should vary and include cooperative learning, the case method, the socratic seminar, synectics, concept attainment, the inquiry method, and simulations. Recommendations for maximizing block scheduling are outlined. (Contains 52…
Descriptors: Administrative Problems, Advanced Placement, Alternative Assessment, Block Scheduling
Basham, K. Lynn; Kotrlik, Joe W. – Journal of Technology Education, 2008
Spatial abilities are fundamental to human functioning in the physical world. Spatial reasoning allows people to use concepts of shape, features, and relationships in both concrete and abstract ways, to make and use things in the world, to navigate, and to communicate. Surgeons, pilots, architects, engineers, mechanics, builders, farmers, trades…
Descriptors: Computer Assisted Design, Educational Technology, Spatial Ability, Grade 9
Peer reviewedKramer, Steven L. – NASSP Bulletin, 1997
Although research has confirmed block scheduling's nonacademic benefits, effects on academic achievement are mixed. Teachers do not always replace lecturing with more effective participatory teaching methods. To work best under an intensive or alternating block schedule, schools should adapt the math curriculum to reduce course redundancy and…
Descriptors: Academic Achievement, Algebra, Block Scheduling, Class Size
Peer reviewedSchreiber, Martin – Academic Medicine, 1997
A study compared scores on identical tests in internal medicine for two groups of graduating University of Toronto (Canada) medical students: those in a traditional, lecture-based curriculum (TC) and those in a redesigned curriculum with less didactic instruction and more clinical experience (NC). All comparisons showed a significantly higher…
Descriptors: Block Scheduling, Clinical Experience, Comparative Analysis, Course Content
Crawford, Elizabeth; Torgesen, Joseph – Florida Center for Reading Research, 2007
One of the most critical needs in Florida's "Reading First" schools is to improve the effectiveness of interventions for struggling readers. For example, during the 2005-2006 school year, only 17% of first grade students who began the year at some level of risk for reading difficulties finished the year with grade level skills on the…
Descriptors: Reading Research, Emergent Literacy, Grade 3, Grade 2
Hlyva, Oksana; Schuh, John – Journal of College Student Retention: Research, Theory & Practice, 2004
This article presents the findings from a qualitative study that sought to learn about students' perceptions of a Cross-Cultural Learning Community (CCLC) at a large Midwestern University. The article focuses on three major areas that emerged as a result of focus groups: 1) students' reasons for joining the CCLC, 2) the role of the CCLC in the…
Descriptors: Focus Groups, Student Attitudes, Cross Cultural Studies, Multicultural Education
Hendershott, Tim – Schools in the Middle, 1997
Describes an observational study conducted to determine critical areas of school effectiveness. Notes that quality middle-level education has the components of educational empowerment and involvement and teacher techniques that focus on developmentally appropriate strategies, block scheduling rather than one-period scheduling, and ability grouping…
Descriptors: Ability Grouping, Academic Achievement, Block Scheduling, Developmentally Appropriate Practices
Muir, Mike – Education Partnerships, Inc., 2003
What are the effects of block scheduling? Results of transitioning from traditional to block scheduling are mixed. Some studies indicate no change in achievement results, nor change in teachers' opinions about instructional strategies. Other studies show that block scheduling doesn't work well for Advanced Placement or Music courses, that "hard to…
Descriptors: Advanced Placement Programs, Music Education, Academic Achievement, Mathematics Instruction

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