The process of large-scale change is difficult in any organizational structure, and this is particularly true in the field of education. This qualitative study investigated the change process used by five high schools in eastern Pennsylvania while initiating, implementing and sustaining a large-scale change from traditional to block scheduling. This study looks at the entire large-scale change process from inception through evaluation. Through the lens of the large-scale change to block scheduling, the researcher analyzed change in five schools with similar demographics to determine whether similarities existed in the change process and whether school change can be linked to a specific model of change. This study, conducted using a three interview protocol (Seidman, 1998), was guided by one primary research question: What is the process used by high schools to plan, implement and sustain large-scale change? Three research sub-questions supported the primary question: 1) What was the impetus for change to block scheduling?; 2) What process was used by the district to plan and implement the change to block scheduling?; and 3) How has the change to block scheduling been sustained by the district? The participants interviewed included five superintendents, five high school principals and twenty classroom teachers who worked at the participating schools during the transition to block scheduling. Several common characteristics were identified which contributed to the successful implementation of a large-scale change initiative. These include the creation of a committee to plan and implement the change, involvement of stakeholders, and the use of professional development to support the change. A major implication of this study is the identification of the importance of effective leadership during the change process. It was found that the impetus for change involved an organizational leader with a vision for change. One interesting finding was that though all five schools were successful in implementing the change, very little has been done to help sustain the change. Contrary to the research in the literature, this study found that ongoing professional development is not essential to sustaining large-scale change. / Dr. George R. Bieger, Indiana University of Pennsylvania Dr. Patricia S. Smeaton, East Stroudsburg University of Pennsylvania Dr. Patricia A. Pinciotti East Stroudsburg University of Pennsylvania

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.S.) -- Central Connecticut State University, 2008. / Thesis advisor: Robin S. Kalder. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics for Certified Secondary Teachers." Includes bibliographical references (leaf 24). Abstract available via the World Wide Web.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [149]-156).

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

The call for reform to raise student achievement has required educators, school leaders, and researchers to look for new methods to improve the learning process. One method used increasingly is block scheduling. Block scheduling is the restructuring of the school day into classes much longer than the traditional 50-55 minute class period. The purpose of this study was to determine high school principals’ and teachers’ perceptions of block scheduling in Mississippi high schools in three areas: achievement, attendance, and discipline. Many theorists believe that a person’s perceptions form the basis of reality for that person. If a teacher believes that block scheduling is effective, then for them, it is effective. Because some theorists believe that there is little to be gained from general studies that compare the objective results of block scheduling with the objective results of traditional scheduling since these comparisons have shown mixed results, this study addressed the social validity of block scheduling which is the extent to which participants perceive the worthiness of block scheduling. The research design used in this study was a cross sectional survey design. A researcher-developed survey instrument was used to collect data from teachers and principals in Mississippi high schools that had implemented block scheduling in the last 5 years. A total of 22 schools were used for the study. A 5 point Likert-type scale was used to measure respondents’ perceptions of the effectiveness of block scheduling on the three areas. While both principals and teachers appeared to have positive perceptions of the impact block scheduling has on student achievement, discipline, and attendance, principals had a more positive perception than teachers in all three areas. Both groups appeared to believe that student discipline was the most positively affected area, while attendance was the least positively affected. Recommendations based upon the findings of this study included conducting: (a) studies that include a larger sample of principals, (b) studies that identify student perceptions of block scheduling, and (c) studies to determine how important staff development is when implementing block scheduling.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.