{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/7012"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/7012","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Teacher perceptions regarding the influence block scheduling has on student learning as compared to traditional scheduling in middle schools","abstract":"The purpose of this study was to compare middle school teachers' perceptions on student learning in A/B block schedules and traditional schedules in schools with grade configurations of 6 through 8. Responses to the survey were disaggregated by schedule type and years of teaching experience within groups and between groups. Middle school teachers in the A/B block schedule perceived their schedule had a greater impact on student learning on over 90% of the survey responses. 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