Block Schedules vs Traditional Schedules And Their Effects On 塊的調(diào)和傳統(tǒng)計劃及其影響

1、block schedules vs. traditional schedulesand their effects on science achievement, inquiry skills and attitudes regarding sciencedebbie murphyevaluating researchfall 2004introductionnour job as educators is to teach students how to learn.nwe need to provide students with opportunities to use their c

2、ognitive processes.ndoes the block schedule offer students greater opportunities than the traditional schedule? history of the block schedulen1994 national commission on time and learning proposed that the school day needed to move its focus from scheduling of time to learning.nthe report recommende

3、d implementing block schedules to give teachers more time to engage students in activity based learning opportunities.benefits of the block schedulenrelieves the fast-paced, pressurized atmospherenprovides opportunities for in-depth learning (inquiry, research, cooperative learning, etc.)nreduces da

4、ily administrative tasksnoffers teachers and students innovative ways to interact and accomplish their objectivescurrent research on achievement test scoresndespite the popularity of the block schedule, research findings are mixed in regard to achievement test comparisons.nthe problem with standardi

5、zed tests is that they focus more on content than processes.theres more to science than achievement tests!naccording to the national science education standards, inquiry is central to science learning.nhighly effective teaching strategies require higher level thinking skills such as inquiry, coopera

6、tive learning, exploration, analysis and synthesis.na 90 minutes class schedule gives teachers time to provide opportunities for in-depth learning.why would schools abandon the block?nbudgetary concernsnpoor preparation and ongoing training for teaching in the blocknlack of variety - for a block sch

7、edule to be successful, teachers must use a wide variety of instructional strategiesnpoor utilization of the block timeresearch plansncompare the amount of inquiry activities in block and traditional schedulesncompare the attitudes of students toward science in block and traditional schedulesncompar

8、e test scores in block and traditional schedulesndetermine if lack of ongoing training in instructional strategies was a factor in the abandonment of the block schedulereferencesnarnold, d.e. (2002). block schedule and traditional schedule achievement: a comparison.nassp bulletin, 86(630), 42-53.nbo

9、ttge, b.j., gugerty, j.j., serlin, r., & moon, k. (2003). block and traditional schedules: effects on students with and without disabilities in high school. naasp bulletin, 87(636), 2-14.ncanady, r., & rettig, m. (1995). block scheduling: a catalyst for change in high schools. gardiner, new

10、york: eye on education.ndibiase, w.j., & queen, j.a. (1999). middle school social studies on the block. the clearing house, 72(6), 377-384.nevans, w., tokarczyk, j., rice, s., & mccray, a. (2002). block scheduling: an evaluation of outcomes and impact. the clearing house, 75(6), 319-323.neis

11、ner, e. (1985). the educational imagination. new york: macmillannjenkins, e., queen, a., & algozzine, b. (2002). to block or not to block: thats not the question. the journal of educational research, 95(4), 196-202.nlawrence, w.w., & macpherson, d.d. (2000). a comparative study of block sche

12、duling and traditional scheduling on academic achievement. journal of instructional psychology, 27(3), 178-182.nnational center for education statistics, u.s. department of education. (2000). pursuing excellence: comparisons of international eighth-grade mathematics and science achievement from a u.

13、s. perspective, 1995 and 1999. (nces publication no. 2001-028). washington, dc: u.s. government printing office.nnational commission on excellence in education (1983). a nation at risk. washington, dc: u.s. government printing office.nnational commission on time and learning (1994). prisoners of tim

14、e. washington, dc: u.s. government printing office.nrettig, m.d., & canady, r.l. (2003). block schedulings missteps, successes and variables. school administrator, 60(9), 26-31.nshortt, t.l., & thayer, y.v. (1999). block scheduling can enhance school climate. educational leadership, 56(4), 76-81.nveal, w.r. (1999). what could define block scheduling as a fad? american secondary education, 27(4), 3-12.nveal, w.r., & schreiber, j. (1999, september 19). block scheduling effects on a state mandated test of basic skills. ed