Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 88-91). Also available on the Internet.

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

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Ruth Ann Roberts. Vita. Includes bibliographical references.

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

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 (M.S.)--Brigham Young University. Dept. of Exercise Sciences, 2005. / Includes bibliographical references.

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.

Block scheduling may mean that the schedule structure of a school is adapted to create longerlessons or that students have fewer subjects parallel to each other. This study examines how socialscience teachers in high school perceive that their didactic conditions change during blockscheduling. The study uses qualitative method in the form of interviews with four social scienceteachers at three different schools to find out how they adapt to block scheduling. The studyexamines the teachers’ thoughts regarding didactics with regards to block scheduling. Thedidactics refers to different educational purposes of social science, student assessment and otherconsiderations that the interviewed teachers consider to be important. The study highlights in what ways some schools and social science teachers have chosento work with block scheduling to strengthen their pupils’ prerequisites for learning. The studyshows that social science teachers at high schools may have positive experiences of blockscheduling. According to the interviewed teachers, extended lesson sessions may bring benefitssuch as flexibility in working methods and arrangements, an in-depth lesson content and a strongerinteraction between students and teacher. According to the interview teachers, block schedulingmay also lead to an increased workload for teachers, but this workload decreases over time.