The objective of this study was to determine if a highly structured instructional program, as a supplement to a more traditional pre-school program would have an effect on the concept attainment of pre-school children. Two groups of eighteen pre-school children, enrolled in the Child Development Laboratory at Utah State University comprised the study sample. The eighteen children in the experimental group received the instructional program, in addition to the Child Development Laboratory school experience. Standardized pre and post tests were administered to both the experimental and control groups. A standardized test, The Boehm Test of Basic Concepts, was utilized. An hypothesis of no difference was used to guide this study. The results of the study indicated that a statistically significant difference did exist in comparing the post test scores of the two groups; thus the hypothesis of no difference was rejected. Although the results obtained were of statistical significance, the numerical value of the differences was very small. In examining variables within the experimental group, it was found that age, sex, verbal participation, and laboratory school experiences affected the study results.

Keeping students engaged in the learning process is a challenge faced by most teachers. Instituting a bell schedule that requires them to make changes in their traditional instructional delivery may increase that challenge exponentially. The benefit of an extended period, also known as the block schedule, is that it permits the opportunity for teachers to alter their instruction with learning experiences that require more than 55 minutes by using engaging student-centered instruction. One reality of teaching on a block schedule is that many teachers lack the knowledge of effective strategies and rely on instructional devices they employed on a shorter time period. The purpose behind this work is to create a manual that demonstrates engaging student centered strategies and becomes a resource for teachers who are searching for instructional models to utilize in the block schedule. It does this in part by featuring actual hands-on strategies from three instructional models that can be readily used by classroom teachers. With the generative information about the models and activities that is provided in the manual, teachers are encouraged to create their own activities. Finally, the work provides solicited teacher feedback on the utility of the manual. / Ed. D.

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