A Tale of Two Middle Schools: The Differences in Structure and Instruction

Fisher, Douglas; Frey, Nancy

doi:10.1598/jaal.51.3.1

Cited by 12 publications

(13 citation statements)

References 8 publications

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“…More specifically, and taking into account the uncertainty caused by the relatively high mean SE of Hispanic students using an 80-90 minute block all-year configuration, White, Black, and possibly Hispanic students in a 61-79 minute block all-year configuration earned the highest mean test scores. This finding coincides with previous research showing students perform better in block schedules with longer, concentrated periods of time than a traditional instructional time configuration (Candy & Rettig, 1995;Carroll, 1994;Childers & Ireland, 2005;Evans, 2005;Fisher & Frey, 2007;Gill, 2011;Gullatt, 2006). Also, research on social studies instruction shows that longer class periods allow teachers increased opportunities for group activities and in-class projects (Bryant & Bryant, 2000;DiBiase & Queen, 1999;Hamdy & Urich, 1998;Johnson & Johnson, 1989;Rofes, 2001;Wilson & Stokes, 2000) and to abandon lectures and utilize strategies more compatible with individualized instruction (Gullatt, 2006;Slavin et al, 1989;Wilson & Stokes, 2000).…”

Section: Research Questionsupporting

confidence: 91%

Using Instructional Time and Race/Ethnicity to Predict Social Studies Accountability Test Results

Vogler

Schramm

Allan

et al. 2020

JERAP

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This study investigated the relationship among the variables instructional time configuration, gender, race/ethnicity, and poverty to predict the academic performance of seventh-grade students on a state-mandated social studies accountability test. Results of 24,919 seventh-grade student social studies test scores from 117 middle schools, as well as a survey given to principals of the same 117 middle schools, were analyzed. A hierarchical multiple regression analysis showed that when controlling for poverty, the variables instructional time configuration and race/ethnicity were significant, explaining 11% of the variation in student social studies accountability test results; a small effect. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were also used to illuminate the relationship of these variables on accountability test performance.

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Section: Research Questionsupporting

confidence: 91%

Using Instructional Time and Race/Ethnicity to Predict Social Studies Accountability Test Results

Vogler

Schramm

Allan

et al. 2020

JERAP

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“…The alternating block schedule provides all teachers with the opportunity to offer the exploratory or elective classes and to use longer periods of time to provide richness in the curriculum (Hackmann & Valentine, 1998;National Education Commission on Time and Learning, 1994). Fisher and Frey (2007) found that traditional schedules do not promote child-centered instruction, nor is the academic success of students in the 45/55-minute schedule as good as those in the interdisciplinary block. Critics might say that meeting daily offers the advantage of seeing students more frequently and offering a small dose of instruction and thus is preferable to the alternating day schedule.…”

Section: Block and Traditional Schedulingmentioning

confidence: 88%

Middle School A/B Block and Traditional Scheduling

Gill

2011

NASSP Bulletin

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The purpose of this quantitative study was to examine whether a difference existed in the percentage performance of students earning a pass/advanced score on the Standards of Learning (SOL) Test in math and reading in Virginia's Region IV for schools using an A/B block schedule and those using a traditional schedule. The research also examined if the percentage performance by race-Black, Hispanic, and White-differed on the math and reading SOL Test for Region IV in Virginia. Forty-three schools were included in the study-23 block and 20 traditional schools. The percentage performance in math and reading of each school and the percentage performance by race for each school were studied. Analyses of variance and t tests were used to examine differences. The t-test results do not show significant differences in the percentage performance of students earning pass/advanced scores in reading and math in block and traditional schools. Significant differences were shown in the percentage of Black and Hispanic students earning pass/advanced scores on the math and reading SOL Test for Region IV in Virginia. A larger percentage of Black and Hispanic students earned pass/advanced scores in the A/B block-scheduled schools than in the traditional schools.

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“…As students begin working within these groups, the social dynamic that outbursts or passive disengagement (Long, MacBlain, & MacBlain, 2007). Whether students are actively seeking ways out of the classroom or shutting down within, the achievement gap continues to widen (Fisher & Frey, 2007;Long et al, 2007).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers

Casey

2008

J Adolescent & Adult Lit

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This article describes a seventh grade teacher's use of learning clubs to motivate struggling students to engage in literacy events and foster literacy development. The data suggests the evolution of these learning clubs in this teacher's classroom is organic, emerging in response to the unique literacy needs of the students in this urban setting. This teacher motivates the struggling students in this heterogeneous class towards success by balancing a strong awareness of content, context, discourse, and pedagogy. The findings suggest learning clubs offer a useful framework for supporting adolescents who struggle with literacy and offers potential for work with all students across the content areas. تصف هذه المقالة استخدام معلم الصف السابع نوادي تعلمية كي يدفع الطلاب المواجهين صعوبات للدخول في أحداث أدبية وبناء تنمية معرفة القراءة والكتابة. وتقترح المعطيات أن تطور هذه النوادي التعليمية في غرفة صف المعلم شيء عضوي ينبثق كرد فعل لحاجات معرفة القراءة والكتابة الفريدتين للطلاب في الوضع المديني. ويدفع هذا المعلم الطلبة المواجهين صعوبات في هذا الصف المتغاير الخواص نحو النجاح بواسطة إحقاق التوازن في وعي قوي للمحتوى والسياق والخطاب وعلم الأصول التربوية والتعليم. وتلمح النتائج لأن النوادي التعليمية تقدم إطاراً فعالاً لدعم المراهقين الذين يواجهون صعوبات في معرفة القراءة والكتابة وتقدم احتمالية العمل مع جميع الطلاب عبر مجالات المحتوى. 本文描述一位七年级的教师所采用的学习会社，以鼓励对读写学习有困难的学生投入读写学习活动和促进其读写能力发展。研究资料显示，这些学习会社在这教师课堂里产生有机的演变发展，其萌生是学生对这城市独特的读写能力需要的回应。这位教师均衡地增强对阅读的内容、语境、话语及教学法的意识，鼓励在这读写能力参差的班中有读写困难的学生迈向成功之路。这研究的结果显示，学习会社可为教师提供一个有用的框架，以支持有读写困难的青少年；这框架亦可以为在学习各学科内容的所有学生提供读写能力发展的帮助。 Cet article décrit l'utilisation des clubs d'apprentissage par un professeur de septième année afin de motiver les élèves en difficulté à s'investir dans des événements de littératie et de renforcer le développement de la littératie. Les résultats suggèrent que l'évolution de ces clubs d'apprentissage dans la classe de ce professeur est fondamentale, et se produit en réponse aux besoins spécifiques en littératie des élèves dans ce contexte urbain. Cet enseignant motive les lecteurs en difficulté de cette classe hétérogène vers la réussite en trouvant un équilibre entre une forte conscience du contenu, du contexte, du discours, et la pédagogie. Les résultats suggèrent que les clubs d'apprentissage constituent une structure utile pour soutenir des adolescents qui ont des difficultés avec la littératie et qu'elle a le potentiel nécessaire permettant de travailler avec tous les élèves dans les diverses disciplines. В статье описывается, как учитель, работающий с семиклассниками, использует учебные клубы, чтобы мотивировать слабо успевающих учеников к участию в различных мероприятиях, связанных с развитием грамотности. Собранные данные подсказывают, что для этого учителя клубная работа органична и отвечает индивидуальным потребностям каждого ученика в этой городской школе. (В городских школах учатся, в основном, дети из малообеспеченных семей. – Прим. пер.) Учитель хорошо понимает содержание материала и социальный контекст, в котором учатся эти дети, умело сочетает ра...

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A Tale of Two Middle Schools: The Differences in Structure and Instruction

Cited by 12 publications

References 8 publications

Using Instructional Time and Race/Ethnicity to Predict Social Studies Accountability Test Results

Using Instructional Time and Race/Ethnicity to Predict Social Studies Accountability Test Results

Middle School A/B Block and Traditional Scheduling

Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers

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