Block scheduling has become an increasingly popular reform movement for
schools, school districts, and principals to enact. Much of the decision
making as to whether to implement some type of block scheduling has
occurred without understanding the implications this type of reform has
on teachers and their classroom practices. This paper reports on a study
conducted in a high school with three contiguous schedule types. Teachers,
parents and students perceptions were ascertained to determine the impact
of scheduling change on teachers and their classroom practices. Likert
scale surveys, interviews, classrooms observations, and text data
were used to compile a picture of how and why teachers adjusted to the
change in schedule. Four areas of change from the surveys and supported
with other qualitative data are reported: 1) methods of instruction,
2) opportunities for reflection, 3) student-teacher rapport, and 4)
levels of anxiety. These results are then discussed and compared to the
broader view of beneficial changes for block scheduling and the stability
of context.
Although they hold a variety of views on the subject, middle and high school students agree that there has been almost no discussion of the war in Iraq in their classes. Mr. Flinders argues that, by ignoring this topic, schools are missing an important learning opportunity-for students and teachers. BY DAVID J. FLINDERS Most people don't like the war, but they still think we should be there, in Iraq. It's because we have to show the terrorists that they can't do whatever they want and think they can get away with it.
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