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Gill, Willie Wallicia Allen – NASSP Bulletin, 2011
The purpose of this quantitative study was to examine whether a difference existed in the percentage performance of students earning a pass/advanced score on the Standards of Learning (SOL) Test in math and reading in Virginia's Region IV for schools using an A/B block schedule and those using a traditional schedule. The research also examined if…
Descriptors: Block Scheduling, Test Results, Middle Schools, Mathematics Achievement
Motivation for Success in Advanced Math Classes: The Leadership Role of Teachers and Administrators.
Peer reviewed
Alford, Betty – NASSP Bulletin, 1997
A Texas high school undertook measures to ensure that more students participate with increased confidence and success in advanced in advanced math classes. The challenge was to provide support so students remained in advanced classes--an effort requiring considerable counselor, teacher, and administrator teamwork and encouragement. The process was…
Descriptors: Administrator Role, Advanced Courses, Case Studies, High Schools
Peer reviewed
Shelly, Richard – NASSP Bulletin, 2002
The Roanoke Valley Governor's School (RVGS) in Virginia designed special spaces for mathematics, drawing directly from current national standards for secondary school mathematics. Tables show how recommendations for facility design were derived from the curriculum-focused standards and guidelines. A summary of the major design features and…
Descriptors: Educational Facilities Design, Educational Technology, Facility Guidelines, Laboratories
Peer reviewed
Wronkovich, Michael; Hess, Caryl A.; Robinson, James E. – NASSP Bulletin, 1997
A study examining performance differences on the Ohio Colleges Early Math Placement Test of students receiving algebra and geometry instruction in a traditional, year-long structure versus students in an intensified block structure found the traditional structure more effective. Using block scheduling for all courses and students is unwise. Some…
Descriptors: Algebra, Block Scheduling, Geometry, High Schools
Peer reviewed
Hamdy, Mona; Urich, Ted – NASSP Bulletin, 1998
A study was conducted at two metropolitan South Florida high schools to determine perceptions of 100 teachers concerning block scheduling. Teachers felt that the 4 X 4 block schedule contained too many time gaps for teaching foreign languages, English, and math. Teachers believed block schedules benefitted advanced students more than others and…
Descriptors: Administrator Attitudes, Block Scheduling, Class Size, Cooperation