Block Scheduling Effectiveness: A 10-Year Longitudinal Study of One Georgia School System’s Test Score Indicators

Reames, Ellen H.; Bradshaw, Carol E.

doi:10.20429/ger.2009.070102

Cited by 1 publication

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“…explained, "Trump's Plan, as it came to be known, sought to eliminate the rigid class schedule of the traditional high school and replace it with instructional session of varying length (p.14). The Trump Plan called for flexible scheduling approaches to be taken, putting the needs of the student and the teacher first when arranging time (Reames & Bradshaw, 2009). In a FMS, classes could range anywhere from 20 minutes to 140 minutes depending upon need and students are given up to 40% of the school day for independent study or resource time .…”

Section: A History Of Schedulingmentioning

confidence: 99%

The effect of the flexible modular schedule on student academic achievement, student behavior, and student development

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The purpose of this case study was to examine the effect the flexible modular schedule had on student achievement, student behavior, and student development. This study contained three questions that evaluated the effect flexible modular scheduling had upon academic [standardized testing analysis] and student behavior [student suspension analysis] as well as the developmental impact [faculty interviews] the schedule had on students within a particular school. A mixed methods approach was used to conduct a case study that allowed an in-depth analysis of both the qualitative and quantitative data. Quantitative findings of significance provide answers to the research questions as well as qualitative themes such as inconsistent stakeholder buy-in, student access: opportunities and challenges, and developmental outcomes, which offer insight into the impact the flexible modular schedule has had on student development. This study sought to examine the necessity for educational leaders to consider the developmental needs of students ahead of the allocation of time when structuring the school day. Recommendations for practice are presented to both the school district and high school employing the flexible modular schedule.

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Section: A History Of Schedulingmentioning

confidence: 99%

The effect of the flexible modular schedule on student academic achievement, student behavior, and student development

Kroll¹

View full text Add to dashboard Cite

show abstract

Block Scheduling Effectiveness: A 10-Year Longitudinal Study of One Georgia School System’s Test Score Indicators

Cited by 1 publication

References 28 publications

The effect of the flexible modular schedule on student academic achievement, student behavior, and student development

The effect of the flexible modular schedule on student academic achievement, student behavior, and student development

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