Literaturnachweis - Detailanzeige
| Autor/in | Buczala, Deanna Marie |
|---|---|
| Titel | A Comparative Study of the Louisiana Graduation Exit Exam Science Scores and Student Achievement Based on Block, Modified Block, and Traditional Bell Schedules |
| Quelle | (2010), (121 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Louisiana at Monroe |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-1242-5682-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Research Design; Block Scheduling; Academic Achievement; Exit Examinations; Comparative Analysis; Researchers; Science Education; Data Analysis; Teacher Attitudes; Sex; Ethnicity; At Risk Students; Grade Point Average; Evaluation Methods; High Stakes Tests; Elementary Secondary Education; Louisiana |
| Abstract | The purpose of this study was to investigate the relationships among bell schedules, GEE 21 science scores, and cumulative GPAs. Factors under consideration included teacher perspective, gender, ethnicity and students' at-risk status. The researcher collected data from the Louisiana Department of Education (LDE) targeting seven schools for three types of bell schedules--traditional, modified block, and block. From each school, the cumulative GPAs and GEF 21 science scores of up to 50 randomly selected students were analyzed. The effectiveness of different bells schedules on student achievement has resulted in conflicting data. Some educators feel that block scheduling will provide teachers with more time to engage students in higher-order thinking problems and to better engage them in the content material, thus improving student achievement overall (Gullatt, 2006). Some studies found that block scheduling provides students the opportunity to spend more time examining a subject with greater detail for a longer period of continuous time. Other studies have found that students on traditional schedules outperform block scheduled students on high stakes testing (Veal & Schreiber, 1999). Using a causal-comparative research design, the researcher examined the effect of three different bell schedules on student cumulative GPAS and GEE 21 science scores. The cumulative GPAs for the students were used to determine if there was a difference in the achievement level for students taught using different bell schedules. The GEE 21 science scores were also assessed for possible differences in learning science across various bell schedules. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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