Teacher perceptions regarding the influence block scheduling has on student learning as compared to traditional scheduling in middle schools

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. In addition the A/B block schedule teachers perceived their instructional strategies were more diverse than the traditional schedule middle teachers. While professional development demonstrated significant differences between the two groups, the differences were not as many or as large.

Name thesis:degree_name

Ed. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Educational leadership and policy analysis (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2009

Author dc:creator

• Dunham, Rhonda, 1955-

Advisor dc:contributor.advisor

• Roberts, Ruth Ann

Statement dc:rights

• OpenAccess.

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/7012

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/7012