Block Scheduling: Three Years Later.
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| Title: | Block Scheduling: Three Years Later. |
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| Language: | English |
| Authors: | Corley, Edward L. |
| Peer Reviewed: | N |
| Page Count: | 31 |
| Publication Date: | 2001 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Block Scheduling, Educational Change, Followup Studies, Secondary School Teachers, Secondary Schools, Teacher Attitudes, Time Blocks |
| Geographic Terms: | U.S.; Ohio |
| Abstract: | This is a followup study of teacher perceptions regarding block scheduling. The original study was done in 1996 at a small city high school in a predominantly rural county in Ohio. At that time, lack of communication was found to be the central theme in the resistance that emerged. This paper is based on data from written responses to open-ended surveys sent to teachers who were there prior to the changeover and teachers new to the district in the past 3 years. It explores teacher attitudes near the end of the third year of implementation of block scheduling to see if teacher attitudes towards block scheduling changed. Findings show that while resistance had lessened, those who resisted strongly before are still resisting. Responses were received from 14 veteran and 2 new teachers. Most staff members show acceptance of the change, but are aware that certain issues, notably dealing with concerns for at-risk students, music, and foreign languages, have not been addressed. The lack of inservice support has resulted in many teachers still not changing the way they teach, which leads to a sense of disengagement among some segments of the student population, primarily those students at risk and those not college prep. Three appendixes contain the survey form and supplemental instruments. (Contains 1 figure and 13 references.) (SLD) |
| Notes: | Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 26, 2001). |
| Journal Code: | RIEAPR2004 |
| Entry Date: | 2004 |
| Accession Number: | ED479333 |
| Database: | ERIC |
| Abstract: | This is a followup study of teacher perceptions regarding block scheduling. The original study was done in 1996 at a small city high school in a predominantly rural county in Ohio. At that time, lack of communication was found to be the central theme in the resistance that emerged. This paper is based on data from written responses to open-ended surveys sent to teachers who were there prior to the changeover and teachers new to the district in the past 3 years. It explores teacher attitudes near the end of the third year of implementation of block scheduling to see if teacher attitudes towards block scheduling changed. Findings show that while resistance had lessened, those who resisted strongly before are still resisting. Responses were received from 14 veteran and 2 new teachers. Most staff members show acceptance of the change, but are aware that certain issues, notably dealing with concerns for at-risk students, music, and foreign languages, have not been addressed. The lack of inservice support has resulted in many teachers still not changing the way they teach, which leads to a sense of disengagement among some segments of the student population, primarily those students at risk and those not college prep. Three appendixes contain the survey form and supplemental instruments. (Contains 1 figure and 13 references.) (SLD) |
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