The Effect of Block Scheduling High School Mathematics Courses on Student Achievement and Teachers' Use of Time: Implications for Educational Productivity.

Rice, Jennifer King; Croninger, Robert G.; Roellke, Christopher F.

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Peer reviewed

ERIC Number: EJ657273

Record Type: CIJE

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0272-7757

EISSN: N/A

The Effect of Block Scheduling High School Mathematics Courses on Student Achievement and Teachers' Use of Time: Implications for Educational Productivity.

Rice, Jennifer King; Croninger, Robert G.; Roellke, Christopher F.

Economics of Education Review, v21 n6 p599-607 Dec 2002

Draws on data from 1988 National Education Longitudinal Study to estimate the impact of block-scheduled mathematics course on 10th-grade student achievement and teachers' use of class time. Findings suggest that while block scheduling is positively associated with teachers' use of multiple instructional methods and more individualized instruction, it has a negative impact on mathematics scores. (Contains 15 references.) (Authors/PKP)

Descriptors: Block Scheduling, Grade 10, High School Students, Individualized Instruction, Mathematical Models, Mathematics Achievement, Statistical Analysis, Teaching Methods, Time Factors (Learning)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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