The Effects of Full and Alternative Day Block Scheduling on Language Arts and Science Achievement in a Junior High School
Chance W. Lewis
R. Brian Cobb
Marc Winokur
Colorado State University
Nancy Leech
University of Colorado--Denver
Michael Viney
Wendy White
Poudre School District
Education Policy Analysis, Volume 11 Number 41, November 11, 2003
The effects of a full block scheduling (4 x 4) program and an alternate day (AB) block scheduling program in a junior high school, based on standardized achievement tests in language arts and science, were the focus of investigation in this study. Using an ex post facto, matched sampling design, the study reports on the effects of 4 x 4, AB, and traditional scheduling using attribute variables of gender and student skill levels. Results show that both forms of block scheduling have no negative effect on high achieving male and female students when compared to a traditional setting, and a significantly large positive impact on low-achieving male and female students.
This report can be read online at http://epaa.asu.edu/epaa/v11n41/.
Related Information:
"What Do I Teach for 90 Minutes?" Creating a Successful Block-Scheduled English Classroom
Block Scheduling
|
