Thesis (Ed. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 68-71). Also available on the Internet.

Thesis--Paris V, 1974. / Includes bibliographical references (p. 824-837).

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 19, 2005. Dissertation Committee: Edward R. Hines (chair), Darryl A. Pifer, Albert T. Azinger, Norman Durflinger. Includes bibliographical references (leaves 107-112) and abstract. Also available in print.

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.

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This study analyzed the academic impact of year-round calendar schools as compared with the academic achievement of traditional calendar schools. The population studied was the 1998 public elementary schools in Texas. The academic impact was based upon the 1998 Texas Assessment of Academic Skills (TAAS) test administrated by the Texas Education Agency. The two groups of schools studied were Texas elementary schools that were on a year-round calendar schedule, and the Texas elementary schools on a traditional calendar schedule. Multiple regression statistics were used, in addition to means, and differences between the means of variables. Year-round schools (YRE), when compared to the means of traditional schools, have means lower in math scores (6.16 percent) than traditional schools. Year-round schools have fewer African Americans students (2.78%), White students (21.06%), and special education students (.25%). Year-round schools are higher in population size (72.72students), Economic Disadvantaged students (15.87%), Hispanic students (23.46%), and Mobility (3.23%).

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 observe the differences in English achievement, critical-thinking ability, and attitude toward subject attributable to two scheduling approaches -- "Concurrent" and "Intensive"--in the teaching of first-semester freshman English composition to community college students. Further, the study was initiated in order to provide factual information as a basis for administrative and instructional judgments affecting future planning for accelerated scheduling at the experimental institution. Two classes of first-semester freshman English composition, meeting three hours weekly for fifteen weeks, comprised the control group (Concurrent); two classes of first-semester freshman English composition, meeting nine hours weekly for five weeks, comprised the experimental group (Intensive). The same form of three criterion instruments was administered to both groups before and after the experimental treatment. The instruments were the Cooperative English Expression Test, the Watson-Glaser Critical Thinking Appraisal, and the Purdue Attitude Scale, Part A -- Attitude Toward Any Subject. Three instructors were involved in the experiment during the fall and spring semesters of the 1973-74 school year. Conventional methods of instruction, using the same course of study, were duplicated in all situations. Statistical analyses utilized in the study were analysis of covariance and multiple linear regression. It was felt that Intensive scheduling was superior to Concurrent as a means of promoting student-faculty harmony. Also, the frustrations experienced within the traditional classroom situation could be lessened by granting greater freedom from the constraints of hourly schedules and competing classes. With tensions reduced, English proficiency could be increased. Acting upon these suppositions, three hypotheses--related to each of the criterion measures-- were formulated. All hypotheses stated that the adjusted post-test scores for the experimental groups would be significantly greater than the adjusted post-test scores for the control groups. The results of the experiment, however, showed no significant difference for any of the hypotheses at the . 05 level of confidence; thus, all were rejected. Within the limitations of this study, it was evident that any difference in the effectiveness of the two scheduling approaches for first-semester freshman composition was negligible. But of significance was the observation that a quality instructional program could be effectively adapted to scheduling variations. In general, the successful implementation of any such variation was dependent upon careful course planning and widespread publicity. Furthermore, attitudes toward a subject did not seem to be materially altered as a result of differences in scheduling format. Pertinent to the improvement of the English discipline, the study revealed a strong correlation between critical-thinking ability and skill in English expression. It appeared, however, that class attendance was more important in the improvement of English skill--especially in accelerated classes--than it was in the improvement of critical-thinking ability. In conclusion, the possibilities of an expanded academic program should be fully investigated as a scheduling option for the community college. In this connection, continuing research should examine the effects of various combinations of grouping plans upon learning. Related goals and objectives should be formulated and program particulars transmitted to students. Available data, defining the type of student most likely to benefit from scheduling options, should be utilized in an effort to create a more favorable total situation.