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Essay / Research Paper Abstract
A 6 page research paper that discusses scheduling options. This examination of scheduling options evaluates several models of scheduling, focusing on traditional scheduling versus block scheduling at the high school level. Bibliography lists 6 sources.
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6 pages (~225 words per page)
File: D0_khblvst.rtf
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Unformatted sample text from the term paper:
the question as to whether or not the traditional school schedule should be changed (Hopkins). Today, alternative scheduling options to the traditional schedule are not uncommon within the American pubic
school system. For example, while the majority of the nations 52 million schoolchildren still follow the traditional schedule of school being closed during the summer, roughly 2 million attend year-round
schools, with short breaks throughout the year (Hopkins). Supporters of the year-round scheduling option say that this relieves overcrowds and avoids the problem of learning loss during the summer months
(Hopkins). The following examination of scheduling options evaluates several models of scheduling, their advantages and disadvantages. Historical background/traditional scheduling The traditional high school scheduling structure was basically unchanged for
the majority of the twentieth century (Queen 214). The traditional scheduling day features seven or eight classes of roughly 1 hour each, in classes that are scheduled for the entire
academic year. Many educators argue that this traditional scheduling has taken on the characteristics of myth and that it has been ceremoniously adopted, regardless of whether statistics show it to
be effective (Queen 214). This paradigm was been called into question, particularly since 1983 when the report A Nation At Risk drew attention to the fact that American students are
lagging behind their international peers. The motivation behind the development for block scheduling is that the traditional schedule does not allow teachers sufficient time to provide individualized instruction, extended laboratory
work or remedial/enrichment activities (Queen 214). In the 1980s and 90s, educational literature began to denounce the excessive rigidity of the traditional high school schedule, with its uniform 45 or
55 minute class period, which were perceived as having a stifling effect on learning (Hackman 697). In response, block models were created that divide the instructional day into class periods
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