A Mixed Methods Study of the Effects of a Modified High School Calendar on Student Achievement and Teacher Perceptions

Autor/in	Watrous, Lorena Harper
Titel	A Mixed Methods Study of the Effects of a Modified High School Calendar on Student Achievement and Teacher Perceptions
Quelle	(2011), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-1557-1
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; School Schedules; Time on Task; Program Effectiveness; Public Schools; Counties; Rural Schools; Time Management; Mixed Methods Research; High School Students; Secondary School Teachers; Teacher Attitudes; School Districts; Case Studies; Outcome Measures; Educational Policy; Policy Analysis; Educational Testing; Interviews; Correlation; Time Factors (Learning); Intellectual Disciplines; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Schulzeiteinteilung; Zeitaufwand; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Zeitmanagement; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; School district; Schulbezirk; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Politikfeldanalyse; Interviewing; Interviewtechnik; Korrelation; Geisteswissenschaften
Abstract	The purpose of this mixed-methods explanatory case study was to determine the impact of a reduced school calendar on student achievement for students in grades 9 through 12 in two rural school districts in Virginia and to explore meanings associated with this change. The study focused on two research questions: how does student performance during a shortened school year differ from student performance during a traditional school year for students in grades 9 to 12 at Lancaster County and Northumberland County Public Schools in Virginia, and how does teacher use of time in the shortened school year differ from teacher use of time during a traditional school year for teachers in Lancaster County and Northumberland County Public Schools in Virginia? Archived Virginia Standards of Learning (SOL) pass rate data for English, mathematics, history, and science were compared with the number of instructional hours for five traditional school years, 2004-2009, and one shortened school year, 2009-2010 for each of two high schools. Correlational analysis of pass rate data was followed by interviews of 20 teachers who taught some of the classes being analyzed. The findings of the study revealed one statistically significant relationship between instructional hours and history pass rates at one school when all six years were compared. Additional findings revealed that teachers' time management was a factor in successfully implementing the shortened school calendar. Results also revealed little to no correlation between a shortened school calendar and student achievement as measured by the Virginia SOL assessments. Insights on academic learning time and how time in school is managed may be useful for future calendar planning. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10