The purpose of this research was to examine the extent to which the block schedule is being used in Utah high school physical education, and determine teacher's perceptions of block scheduling in teaching physical education. Block scheduling is a new and more efficient way of organizing the school day. NASPE has found the following positive effects in block scheduling: a better learning environment, more access to stronger curriculum, detailed instruction and demonstrations, and more variety in assessment (NASPE, 2000). Although there were several different forms of the block schedule reported, it appears that a majority of physical educators have discovered an improvement in many aspects of teaching with the use of this schedule. Colleges and universities with teacher education programs should recognize the shift in scheduling for many schools to the block format and provide classes that will teach future educators how to effectively prepare for an extended block class period. According to teachers who are currently using it, it appears the block schedule is providing the time to allow students to learn and be active. They would not desire to change back to the traditional form.

The influences of school reform on the instructional practices of a seventh-grade language arts teacher was the focus of this study. This study was conducted in three phases: an ethnographic study, a pilot study, and a case study. The ethnography focused on the restructuring committee's proceedings, yielding information relating to the origin of reform efforts. The pilot study, stemming from the ethnography study, explored the instructional practices within a block scheduling format. Finally, the case study, investigated the viewpoints of the restructuring efforts as perceived by the participants. Data sources consisted of observations, formal interviews, previous and current classroom assignments, school reports, student surveys, and field notes. The data were analyzed, noting changes in curriculum intent, instructional approaches, assessment, and classroom management. The results of this study suggest that this teachers' success occurred as a results of the school division's posture toward restructuring and the teacher's level of readiness and intense personal desire for change. The implications for this study suggest that success in reform depends greatly on the approaches used in decision making, the level of teacher preparation and ownership, and the perspectives of all individuals involved. / Ph. D.

Positive transition from a traditional schedule to a block schedule involves not only much investigation and planning but also the successful acclimation of teachers to the necessary changes in how they deliver instruction. With this being said, the importance of teacher evaluation and professional development can not be understated. This study investigates the evolution of the teacher evaluation process and professional development after the adoption of a 4x4 model of block scheduling. Data were collected from 6 Virginia public schools by means of principal interviews, teacher interviews, and analysis of the individual school division's teacher evaluation methods and procedures. It was found that the 6 evaluation models shared similar components. The teachers and administrators believed that the models had not significantly changed since the adoption of block scheduling and, with some alterations by the administrators, did adequately evaluate teachers of 4x4 block scheduled schools. The most frequently offered suggestion for improvements to the block scheduled teacher evaluation process involved a larger narrative component. Considering both teacher and administrator comments, the researcher concluded that teacher developed portfolios would be a valuable part of the teacher evaluation process. / Ed. D.

The purpose of the study was to develop and test a block scheduling evaluation model. Conceptual development of the model was based on a review of the literature which targeted the components of the school program most consistently identified with scheduling type: instruction, school climate, student outcomes, and operating efficiency. The model included an interview with the principal, analysis of documents, survey of teachers, and survey of students. The model was pilot tested in three high schools in Western Virginia. The principals of the three pilot schools and the researcher evaluated the model according to pre-established evaluation criteria. The evaluation identified several improvements including: instrumentation refinements aimed at providing more detailed information on teacher concerns about preparation and planning on the block schedule; data analysis refinements centering on technology; inclusion of other indicators such as standardized test scores and cost analysis; and, expansion of data collection techniques centering on systematic observation over an extended period of time. / Ed. D.

This study was designed to determine the effects of two different schedule types on mathematics achievement in public high school students. The instruments used included the Texas Assessment of Knowledge and Skills, given annually to all students in grades 3 through 11, the Texas Algebra I end-of-course examination, given as a district option to Algebra I students, and student final course grades as determined by classroom teachers. The study compared students' performance in these three areas during the 2004-2005 academic year in one suburban school district in North Texas. The study considers the type of schedule, either traditional or 8-block, between students in teachers' classes who teach the same course on both schedules concurrently. This study also investigates a qualitative aspect by including a short opinion survey of teachers' perceptions regarding student academic performance, teacher satisfaction and retention, and the ability to accomplish curricular goals. Findings from this research suggest course schedule does not have significant effects on student academic performance as measured using analyses of covariance comparisons with a 0.05 alpha-level, leading to the conclusion that a particular course schedule does not adversely impact student performance on academic measures. However, in some comparisons conducted within the course of the research, statistically significant results emerged. Qualitative data generated from a survey of teacher perceptions regarding the benefits of the two scheduling types, traditional 50-minute verses alternating day 8-block, suggested teachers preferred a traditional schedule over that of a block schedule design. Most teachers who responded to the survey instrument expressed the perception that traditional daily meeting classes allowed their students to be more successful. Additional research into the effects of scheduling types on students academic performance are suggested and would include examining larger population samples, a narrower study of specific courses within the field of mathematics, or an expansion of the content areas explored to fields such as science, languages, or non-academic core subjects, including the fine arts.

This study attempted to determine if the type of class schedule (traditional, A/B block, or accelerated block) used in Texas public high schools significantly affects students' achievement results, attendance rates and dropout rates. One thousand four hundred ninety (1490) Texas high school principals were surveyed to determine the type of schedule currently in use on each campus, the type of schedule previously used on each campus, the length of time the current schedule has been in place on each campus, and the length of time that the previous schedule was used on each campus. This study is particularly significant in that this research provides information to assist principals in determining if block scheduling is instrumental in improving achievement in reading and mathematics, in improving attendance and in lowering dropout rates. The results of the study indicated that the use of a particular type of schedule: traditional, A/B block, or accelerated block is not directly correlated to improved achievement, attendance, or dropout rates. An expectation that the implementation of a traditional, A/B block, or accelerated block schedule will be the sole factor to cause improved student achievement, improved attendance rates or improved dropout rates is inappropriate. Ultimately, campus and districts officials must assure that effective teaching practices are occurring on each campus, regardless of the schedule type. Currently, a projected (Texas) state education funding shortfall is causing school district administrators to review cost-saving options for the 2003 - 2004 fiscal year. There is discussion in many districts regarding the fact that traditional scheduling is more economical than A/B block or accelerated block scheduling. The results of this study indicate that the decision to move campuses from A/B block or accelerated block to traditional scheduling might be made as a cost-saving move without negatively impacting student achievement, attendance rates or dropout rates.

The purpose of this study was to evaluate the influence of block scheduling and instructional strategies on student achievement in Algebra I. The study was conducted during the 1997-98 school year. This study was comprised of two components, a quantitative study and a qualitative study. The quantitative study focused on block and traditional scheduling and the influence identified through scores on the Texas End-of-Course exam for Algebra I. The sample for this study consisted of 59 school districts from five counties in the north Texas area. The qualitative portion of this study focused on 10 classrooms, 5 block and 5 traditional, taken from the sample of 59 districts. Data for the qualitative study included questionnaires, interviews, and observations. The End-of-Course scores were analyzed using an ANOVA at the .05 level of significance, no significant difference was identified in the achievement levels of the two groups. The qualitative data was organized by categories derived from the NCTM teaching standards. Data from this portion of the study indicated that teachers in both block and traditionally scheduled classes spend their class time in a similar manner, using similar materials, and using more traditional strategies. Additional analyses of data based upon usage of the graphing calculator and manipulatives also resulted in no significant difference. Although all comparisons between block and traditional scheduling and usage or non-usage of technology and/or manipulatives resulted in no significant difference, the block groups and those using technology and/or manipulatives had higher mean scores. This indicates that allowing teachers more time to use alternative instructional strategies would benefit the student, but this will not take place without the teacher receiving training and support.

The purpose of this study was to examine whether the use of a middle school flexible interdisciplinary block schedule would increase eighth-grade students' reading scores, as measured by the Oregon Assessment of Knowledge and Skills (OAKS). A 90-minute middle school flexible interdisciplinary block schedule served as the independent variable and was evaluated to determine its impact on student reading achievement. Extant data from the OAKS was used to assess student learning. Extant data from two groups of students were examined. The treatment group had their eighth-grade language arts and social studies classes scheduled into 90-minute flexible interdisciplinary block periods, taught by the same teacher. The comparison group had their eighth-grade language arts and social studies classes scheduled into traditional 45-minute departmentalized periods, taught by two separate teachers. The overall amount of time allocated to language arts and social studies instruction within the academic year was the same for both groups. However, the way the time was flexed and utilized within the class periods differed between the two groups. Research Question 1 addressed the possible increase in mean OAKS reading scores over time. Research Question 2 addressed the possible differences in the mean OAKS Reading Achievement Standards cut scores over time. The results of the two-year treatment condition of a FIBS for language arts instruction did not result in statistically significant results, as measured by the OAKS. The results suggest that there may not be a significant achievement difference between schools that implement an interdisciplinary scheduled compared to schools that implement a traditional, departmental approach.

Memoria para optar al título de Ingeniero Civil de Minas / El presente trabajo tiene por objetivo comparar la metodología tradicional frente la metodología de agendamiento directo de bloques en cada aspecto de la planificación a largo plazo para la minería de cielo abierto a través de un caso de estudio, el cual corresponde a un modelo de bloques de oro obtenido a través de la librería Minelib. Para la comparación se usaron datos reales, los cuales se obtuvieron a través de la misma librería del modelo, con los cuales se procedió a definir los parámetros básicos para la planificación. En la metodología tradicional se definieron 5 fases en base a los pits anidados obtenidos, en cambio para la metodología DBS se obtuvieron 7 periodos para llevar a diseño. Además, a través de las herramientas de Doppler se definieron los planes de producción, que resultaron para ambas metodologías con una capacidad mina escogida de 17 [Mtons/año] y una vida de 7 años. Cabe destacar que la mina contenía de dos pits de diferente tamaño y extensión, y cada uno se evaluó por separado para aplicar en forma correcta las restricciones operacionales por fase. Con estos resultados se procedió a realizar una operativización con el diseño minero de las fases y periodos acorde a cada metodología según restricciones operacionales a través del software Vulcan, donde la metodología tradicional logra extraer un total de 24 bancos y la metodología DBS extrae 25 bancos en el pit más grande, y para el pit más pequeño ambas metodologías logran extraer 12 bancos. Con estos diseños se llevó a cabo una cubicación con el fin de generar una secuencia de extracción a través de planilla de cálculo y posteriormente dimensionar las flotas de equipos que se utilizaran para el estudio. La secuencia de extracción obtenida para ambas metodologías entrego un plan de producción suavizado y que fijó la vida de la mina en 9 años debido que la capacidad máxima alcanzada por la planta fue de 10 [Mtons/año] en conjunto con las limitantes operacionales. Una vez definida la secuencia de extracción se procedió a calcular los costos para finalmente obtener el VAN de cada caso, donde la metodología tradicional reportó un VAN de 626.4 MUSD, en cambio a la metodología DBS un VAN de 658.1 MUSD, lo que equivale a una diferencia del 5%. Se concluye con esto que, desde el punto de vista económico, la metodología DBS no genera una mayor diferencia de lo que se obtiene en la metodología tradicional. Por otro lado, las secuencias de extracción y así mismo el diseño minero de las fases de la metodología DBS logran ser mejores que la de la metodología tradicional en términos de tener menores distancias por año y menor extracción de lastre adicional, por lo que resulta interesante generar estudios enfocados a yacimientos con más de un mineral de interés, así como la integración del blending en los criterios de decisión, que puedan a prueba esta alternativa de planificación. Con esto se lograría aportar y complementar los estudios realizados en torno al agendamiento directo de bloques.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 117-119). Also available on the Internet.