Relationship of Instructional Time Configuration, Gender and Race on Seventh Grade Social Studies Performance

Autor/inn/en	Vogler, Kenneth E.; Schramm-Pate, Susan; Allan, Audrey
Titel	Relationship of Instructional Time Configuration, Gender and Race on Seventh Grade Social Studies Performance
Quelle	In: Journal of Social Studies Education Research, 10 (2019) 4, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Social Studies; Middle School Students; Hispanic American Students; Block Scheduling; Academic Achievement; Comparative Analysis; Accountability; Grade 7; Tests; Poverty; Gender Differences; Race; Scores; African American Students; Learning Theories; Flexible Scheduling; State Standards; South Carolina + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Block teaching; Blockunterricht; Stundentafel; Schulleistung; Verantwortung; School year 07; 7. Schuljahr; Schuljahr 07; Examination; Prüfung; Examen; Armut; Geschlechterkonflikt; Rasse; Abstammung; African Americans; Afroamerikaner; Learning theory; Lerntheorie; Flexible working hours; Flexible Arbeitszeit
Abstract	This study compared the academic performance of seventh-grade students on a state-mandated social studies accountability test by the instructional time configuration used and explored the relationship among the variables of gender, race and poverty on this performance. Results of 24,919 seventh-grade student social studies test scores from 117 middle schools as well as a survey given to principals of the same 117 middle schools were analyzed. While controlling for poverty, students in schools using a 61-79 minute block all year schedule configuration earned significantly higher test scores than students using any other schedule configuration. Additionally, White students scored significantly higher on the test than Hispanic students, and Hispanic students scored significantly higher on the test than Black students regardless of the instructional time configuration used. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01