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Essay / Research Paper Abstract
A 13 page paper that reviews 13 journal articles about high school scheduling. The emphasis is on block scheduling. Some articles report results of studies comparing outcomes of block and traditional scheduling, others discuss issues of concern. Statistical data included. Bibliography lists 12 sources.
Page Count:
13 pages (~225 words per page)
File: MM12_PGhsblk.rtf
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Unformatted sample text from the term paper:
class lasting between 40 and 50 minutes. Block scheduling organizes classes into longer durations of time, beyond 50 minutes. The issue that is primary in the literature is whether or
not block scheduling really increases the academic achievement of students. The following pages present a synopsis of each of twelve journal articles on these scheduling schemes. Gruber and Onwuegbuzie (2001)
explain that block scheduling is "defined as a restructuring of the school day into classes longer than the traditional 50-minute period classes" (p. 32). This type of scheduling has been
use in some format or other for decades and can be found in most high schools today (Gruber and Onwuegbuzie, 2001). The authors conducted a study to determine the effect
of block scheduling on academic achievement (Gruber and Onwuegbuzie, 2001). The block schedule model was the 4x4 wherein classes are 90 minutes long and students complete four classes each semester
(Gruber and Onwuegbuzie, 2001). The investigators analyzed student performance on the Georgia High School Graduation Tests to compare students who had participated in block scheduling versus traditional scheduling (Gruber and
Onwuegbuzie, 2001). Gruber and Onwuegbuzies (2001) study found that block scheduling did not have a positive effect on academic achievement: "in the areas of language arts, mathematics, social studies, and
science, block scheduling appears to have a moderate negative impact on academic performance" (p. 32). All investigators researching block scheduling point to the theoretical advantages of it. Evans et al
(2006) report the expectation that teachers can employ a greater range of learning activities in the classroom, allowing students to explore concepts in much greater depth. It was also expected
that students would be involved in more problem-solving, project-oriented activities (Evans et al, 2006). Empirical research, however, has resulted in conflicting results (Evans et al, 2006). These investigators collected data
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