Designing an Effective Middle Level Schedule

Hackmann, Donald G.; Valentine, Jerry

doi:10.1080/00940771.1998.11495913

Cited by 10 publications

(14 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Changing classes often, and trying to become responsive to the many teachers, sometimes seven during the school day, does not complement the early adolescent's needs (Woodside, 1989). Small classes that result from a block schedule can promote a community environment and enable students to develop personal relationships with teachers and peers (DeRouen, 1998;Fisher & Frey, 2007;Hackmann & Valentine, 1998).…”

Section: Block and Traditional Schedulingmentioning

confidence: 99%

“…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.…”

Section: Block and Traditional Schedulingmentioning

confidence: 99%

“…Districts with high mobility and transfer rates find that catching students up who enroll in mid semester coming from schools using a traditional or full-year schedule can be more challenging than using a traditional 45/50-minute schedule that meets daily. This schedule also hinders interdisciplinary teaming because students complete the courses in a semester (Hackmann & Valentine, 1998;Zapeda & Mayers, 2006).…”

Section: Descriptions Of Different Block Schedulesmentioning

confidence: 99%

See 2 more Smart Citations

Middle School A/B Block and Traditional Scheduling

Gill

2011

NASSP Bulletin

View full text Add to dashboard Cite

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.

show abstract

Section: Block and Traditional Schedulingmentioning

confidence: 99%

Section: Block and Traditional Schedulingmentioning

confidence: 99%

Section: Descriptions Of Different Block Schedulesmentioning

confidence: 99%

See 1 more Smart Citation

Middle School A/B Block and Traditional Scheduling

Gill

2011

NASSP Bulletin

View full text Add to dashboard Cite

show abstract

“…Sizer's thoughts on the need for extended class sessions to promote greater student understanding and his contention that secondary teachers should be responsible for educating only a maximum of 80 students a year instead of the usual 150 provided the impetus for structural change. Hackman and Valentine (1998) provide additional reasons for altering schedules, particularly at the middle school level:…”

Section: Rmle Online-volume 24mentioning

confidence: 99%

“…• an appropriate structure for the delivery of meaningful learning experiences; support for the use of active instructional strategies through expanded and flexible use of time; opportunities for the development of meaningful relationships between teachers and students; and, • to promote teacher empowerment and collaboration (Hackman & Valentine, 1998).…”

Section: Rmle Online-volume 24mentioning

confidence: 99%

Middle Level Teachers’ Perceptions of the Impact of Block Scheduling on Instruction and Learning

Brown

2001

Research in Middle Level Education Annual

View full text Add to dashboard Cite

Middle level teachers who implemented a 4 X 4 semester block schedule were interviewed to determine their perceptions of the effects on instructional strategies and curricular decision making. Ten teachers from two middle level schools in the mid-Atlantic region of the United States were interviewed. Respondents report the use of more active instructional strategies. The majority of respondents believe that the amount of curricula studied must be altered to adjust to this alternative scheduling format. Teachers believe that young adolescents' learning is positively influenced by block scheduling. The 4 X 4 semester block schedule was not found to promote the development of interdisciplinary studies or teacher teaming.

show abstract

Requisites for Curricular Reform

Erb

Stevenson

1998

Middle School Journal

View full text Add to dashboard Cite

Designing an Effective Middle Level Schedule

Cited by 10 publications

References 2 publications

Middle School A/B Block and Traditional Scheduling

Middle School A/B Block and Traditional Scheduling

Middle Level Teachers’ Perceptions of the Impact of Block Scheduling on Instruction and Learning

Requisites for Curricular Reform

Contact Info

Product

Resources

About