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ERIC Number: EJ787349
Record Type: Journal
Publication Date: 2001
Pages: 11
Abstractor: Author
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0018-1498
How Block Scheduling Reform Effects Classroom Practice
Veal, William R.; Flinders, David J.
High School Journal, v84 n4 p21-31 Apr-May 2001
Block scheduling has become an increasingly popular reform movement for schools, school districts, and principals to enact. Much of the decision making as to whether to implement some type of block scheduling has occurred without understanding the implications this type of reform has on teachers and their classroom practices. This paper reports on a study conducted in a high school with three contiguous schedule types. Teachers, parents and students perceptions were ascertained to determine the impact of scheduling change on teachers and their classroom practices. Likert scale surveys, interviews, classrooms observations, and text data were used to compile a picture of how and why teachers adjusted to the change in schedule. Four areas of change from the surveys and supported with other qualitative data are reported: 1) methods of instruction, 2) opportunities for reflection, 3) student-teacher rapport, and 4) levels of anxiety. These results are then discussed and compared to the broader view of beneficial changes for block scheduling and the stability of context. (Contains 3 tables and 2 footnotes.)
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/journals/j-hsj.html
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A