Title
Alternative scheduling models and their effect on science achievement at the high school level
Date of Award
12-1-2010
Document Type
Dissertation
Degree Name
Doctor of Education (Ded)
Department
Educational Leadership
First Advisor
Dr. Peter J. Smith
Second Advisor
Dr. John W. Hill
Third Advisor
Dr. Larry L. Dlugosh
Fourth Advisor
Dr. Neal F. Grandgenett
Abstract
This study will evaluate alternative scheduling methods implemented in secondary level schools. Students were selected based on parent selection of programs. Traditional scheduling involves numerous academic subjects with small increments of time in each class and block scheduling focuses on fewer academic subjects and more instructional time. This study will compare office referral numbers, absence frequency, and Essential Learner Outcome (ELO) science strand scores in the 8th-grade (pretest) to the same students office referrals, absence frequency, and ELO science strand scores in the 11th-grade (posttest) between Seven Period Traditional Scheduling (SPTS) and Four Period Block Scheduling (FPBS) in the hopes that no matter what schedule students are a part of, the achievement results will be similar. (Study participants had completed both grade level ELO assessments and were continuously enrolled in one high school through their junior year.
Recommended Citation
Dostal, Jay Roland, "Alternative scheduling models and their effect on science achievement at the high school level" (2010). Student Work. 3458.
https://digitalcommons.unomaha.edu/studentwork/3458
Comments
A Dissertation Presented to the Faculty of the Graduate College at the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2010 Jay Roland Dostal.