schools and scheduling Essay -- essays research papers

I. Title PageRunning head OUTCOMES USING THREE computer programing METHODSWhich Schedule? acquire and Behavior Outcomes of At-Risk, Ninth Grade, Math and Science Students victimisation terzetto Scheduling Methods Parallel layover Alternate-Day Block and Traditional designationUniversity Name Name of Class / Title of Project / Name of professor and his/her titleAbstract Page (State the Purpose of the Study)AbstractFor many generations, superior school students fool had a schedule of six to eight periods a day with each class meeting e really day for xlv to sixty minutes. To better utilize the time spent with students, many schools have begun to reform computer programming practices. Many schools have chosen to change to give up scheduling with the purpose of improving the outcomes of student learning and student port. thither are many variations of block schedule in use. This excogitate examines the substance of this reform in scheduling practices by comparing the learni ng and behavior outcomes of parallel block, alternate-day block, and traditional scheduling over an eighteen week period. development outcomes were obtained from pre-test and post-test measures and behavior outcomes were measured through absences, tardies, and office referrals for suspensions and detentions.II.Review of Research belles-lettres including Definition of Terms Review all literature that supports the importance of the study (what has been done and what needs to be done.) Also review literature think to your independent variables in each arm and dependent variables (measures and instrumentation).Which Schedule? Learning and Behavior Outcomes of At-Risk Ninth Grade Math and Science Students Using Three Scheduling Methods Parallel Block, Alternate-Day Block, and TraditionalSecondary schools were originally designed very much like factories. Classrooms were designed as isolated work post that could be used only by item persons at specific times of day and students moved from room to room to receive pedagogy from the teacher assigned to that room, controlling the four critical facets of the school day time, the use of post, the grouping of students, and the role of staff members in the use of space (Khazzaka & DeLeon, 1997). To better use these critical facets, educators have been... ... scheduling and traditional scheduling on academic achievement. Journal of Instructional Psychology, 27, 178-183.Marchant, G.J. & Paulson, S.B. (2001). Differential school performance in a block schedule a comparison of academic profiles. High School Journal, 84, 12-21.Meister, D.G., and Nolan, Jr., J. (2001). Out on a limb on our own uncertainty and doubt in moving from subject-centered to interdisciplinary teaching. Teachers College Record, 103, 608-631.Queen, J.A. (2000). Block scheduling revisited. Phi Delta Kappan, 82, 214-223.Santos, K.E. & Rettig, M.D. (1999). Going on the block meeting the needs of students with disabilities in high schools with block sc heduling. Teaching Exceptional Children, 31, 54-59.Veal, W.R. (1999). What could define block scheduling as a fad? American Secondary Education, 27, 3-12.