Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 6, 2006. Dissertation Committee: Rodney Riegle (chair), Paul Baker, Kenneth Strand, Michael Reisen. Includes bibliographical references (leaves 96-100) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed March 21, 2006. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Barbara Heyl, George A. Padavil. Includes bibliographical references (leaves 124-128) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 2001. / Title from title page screen, viewed April 25, 2006. Dissertation Committee: Patricia H. Klass (chair), Al Azinger, Ramona Lomeli, Carol Struck. Includes bibliographical references (leaves 76-78) and abstract. Also available in print.

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.

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.

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

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

Thesis (Ed. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 86-92). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 86-92). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 105-109). Also available on the Internet.