國立虎尾科技大學 |

A Comparison of Instructional Strategies Used on a Block Schedule vs. a Traditional Schedule in Two Southeastern Pennsylvania High Schools.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Comparison of Instructional Strategies Used on a Block Schedule vs. a Traditional Schedule in Two Southeastern Pennsylvania High Schools./
Author:	Moss, Cynthia.
Description:	1 online resource (183 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-08, Section: A.
Contained By:	Dissertations Abstracts International83-08A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798780625599

A Comparison of Instructional Strategies Used on a Block Schedule vs. a Traditional Schedule in Two Southeastern Pennsylvania High Schools.
Moss, Cynthia.

A Comparison of Instructional Strategies Used on a Block Schedule vs. a Traditional Schedule in Two Southeastern Pennsylvania High Schools. - 1 online resource (183 pages)

Source: Dissertations Abstracts International, Volume: 83-08, Section: A.

Thesis (Ed.D.)--Widener University, 2018.

Includes bibliographical references

Block scheduling has been touted as a reform effort for American schools (Trump, 1959; Zepeda & Mayers, 2006). Block scheduling allows teachers to use the additional class time to vary the activities in the classroom and move away from the lecture model and affords teachers the opportunity to utilize more student-centered activities to engage the students. The study examines the instructional strategies used in two high schools in Southeastern Pennsylvania: one on a block schedule and the other on a traditional schedule. This mixed-methods, multi-case study utilized an online survey and semi-structured interviews in order to ascertain to what extent teachers on a block schedule use different instructional strategies than teachers on a traditional schedule. Additionally, the study sought to understand what factors influence teachers' choice of instructional strategies in the classroom.Sixty-eight teachers participated in an online survey about their teaching practices. Using a t-test and ANOVA, it was determined that teachers in this study who teach using a block schedule utilize not only more strategies and activities than their counterparts who utilize a traditional schedule, but they also utilize more student-centered strategies and activities. No difference was found in the use of teacher-centered strategies between the groups. Eight teachers and four administrators subsequently participated in semi-structured interviews that probed at the factors that influence which strategies teachers utilize. The research found that teachers perceive professional learning communities, both formal and informal, as more important than the in-service model of professional development teachers receive. Teachers also perceive time as a factor that either promotes or impedes their use of student-centered strategies in the classroom. Finally, the teachers indicated that state, district and building expectations do impact their choices of instructional strategies.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798780625599Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Block scheduleIndex Terms--Genre/Form:

554714
Electronic books.

A Comparison of Instructional Strategies Used on a Block Schedule vs. a Traditional Schedule in Two Southeastern Pennsylvania High Schools.
LDR:03390ntm a22003857 4500 001 1149958
005 20241023120610.5
006 m o d
007 cr bn ---uuuuu
008 250605s2018 xx obm 000 0 eng d
020 $a 9798780625599
035 $a (MiAaPQ)AAI28964903
035 $a AAI28964903
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Moss, Cynthia. $3 1476345
245 1 2 $a A Comparison of Instructional Strategies Used on a Block Schedule vs. a Traditional Schedule in Two Southeastern Pennsylvania High Schools.
264 0 $c 2018
300 $a 1 online resource (183 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-08, Section: A.
500 $a Advisor: Wolfe, Zora.
502 $a Thesis (Ed.D.)--Widener University, 2018.
504 $a Includes bibliographical references
520 $a Block scheduling has been touted as a reform effort for American schools (Trump, 1959; Zepeda & Mayers, 2006). Block scheduling allows teachers to use the additional class time to vary the activities in the classroom and move away from the lecture model and affords teachers the opportunity to utilize more student-centered activities to engage the students. The study examines the instructional strategies used in two high schools in Southeastern Pennsylvania: one on a block schedule and the other on a traditional schedule. This mixed-methods, multi-case study utilized an online survey and semi-structured interviews in order to ascertain to what extent teachers on a block schedule use different instructional strategies than teachers on a traditional schedule. Additionally, the study sought to understand what factors influence teachers' choice of instructional strategies in the classroom.Sixty-eight teachers participated in an online survey about their teaching practices. Using a t-test and ANOVA, it was determined that teachers in this study who teach using a block schedule utilize not only more strategies and activities than their counterparts who utilize a traditional schedule, but they also utilize more student-centered strategies and activities. No difference was found in the use of teacher-centered strategies between the groups. Eight teachers and four administrators subsequently participated in semi-structured interviews that probed at the factors that influence which strategies teachers utilize. The research found that teachers perceive professional learning communities, both formal and informal, as more important than the in-service model of professional development teachers receive. Teachers also perceive time as a factor that either promotes or impedes their use of student-centered strategies in the classroom. Finally, the teachers indicated that state, district and building expectations do impact their choices of instructional strategies.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Secondary education. $3 1179560
650 4 $a Educational evaluation. $3 555501
653 $a Block schedule
653 $a Instructional strategies
653 $a Pennsylvania
653 $a Student-centered strategies
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0533
690 $a 0443
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Widener University. $b Education. $3 1180092
773 0 $t Dissertations Abstracts International $g 83-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28964903 $z click for full text (PQDT)