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Home CCSU Theses & Dissertations Factors of Block Scheduling That Contribute to Increased Achievement on Standardized Mathematics...

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Factors of Block Scheduling That Contribute to Increased Achievement on Standardized Mathematics Assessments

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Identifier	Thesis 1859
Author	Wilcox, Jennifer L.
Title	Factors of Block Scheduling That Contribute to Increased Achievement on Standardized Mathematics Assessments
Publisher	Central Connecticut State University
Date	2006
Resource Type	Master's Thesis
Notes	According to Hancock, Mattox, and Queen (2005) few studies have examined the effects of block scheduling at the middle level. Those that have shown success at the middle level have been unable to narrow down which specific aspects of block scheduling (i.e., students spending longer amounts of time in each class, spending less time transitioning between classes, or teachers having more opportunities to know their students, to individualize instruction, and to prepare for classes) contribute most significantly to increased student achievement. (p.5) Clearly there is a need for further investigation of block scheduling on achievement because so little research exists, especially at the middle level. Because there is little research on block scheduling at the middle level the focus of this study will be on both the middle school (three studies) and the high school level (six studies). Also, much of the research on block scheduling has been used to show teacher, parent, and student opinions after implementation of a block schedule, or used to show benefits of block scheduling other than its impact on standardized assessments. Those benefits include better attendance rates and fewer disciplinary actions. The purpose of this thesis will be to focus on specific aspects of block scheduling that contribute most significantly to increased achievement on standardized mathematics assessments. The thesis research question is, "What factors or combination of factors are critical in determining the success of a block scheduling structure in increasing achievement on standardized mathematics assessments?" The literature reviewed on block scheduling studies conducted in the U.S. as well as local public schools using block schedules is categorized into tables in Chapter III of the thesis. This was an attempt to provide a visual means for analyzing common patterns among the data in terms of which factors or combination of factors contributed most to the success of increased achievement on standardized assessments. Almost all of the results which indicated significant differences were shown after two or more years. Another factor that repeats itself is the success of the Connecticut Academic Proficiency Test (CAPT) scores to rise or maintain but never fall, even though SAT and AP scores sometimes did. A limitation of this thesis is that some of the studies reviewed are first attempts to focus specifically on the middle level, and the intent of such studies was to set the stage for further research. Another limitation is that the author of this thesis is not at liberty to conduct experimental research involving block scheduling. There is inconsistent data regarding the improvement of standardized test scores under block scheduling.
Subject	Mathematics -- Study and teaching (Middle school) -- Connecticut -- Evaluation Mathematical ability -- Testing
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734957
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