The effectiveness of block scheduling in Tennessee high schools
Abstract
The effectiveness of block scheduling in addressing current needs in Tennessee high schools was investigated. Areas studied included classroom instruction, school and classroom climate, discipline, attendance, student achievement, and parental involvement. Randomly selected schools (N = 30) from across the state were included in the survey; the schools were divided into three (3) groups: rural schools (Group A), small town/city schools (Group B), and large city/metropolitan schools (Group C). Teachers and administrators completed self-report surveys on block scheduling issues. Results of the study indicated that block scheduling significantly affected classroom instruction and parental support. Other areas showed block scheduling to be effective though not significant. Results also suggested that rural schools (Group A) saw block scheduling to be more effective than the other two groups.
Subject Area
Secondary education|Curricula|Teaching|School administration
Recommended Citation
Cathy West Toombs,
"The effectiveness of block scheduling in Tennessee high schools"
(2000).
ETD Collection for Tennessee State University.
Paper AAI3007624.
https://digitalscholarship.tnstate.edu/dissertations/AAI3007624