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Alternative scheduling models and their effect on science achievement at the high school level.

机译:替代的排课模型及其对高中阶段科学成就的影响。

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摘要

This study will evaluate alternative scheduling methods implemented in secondary level schools. Students were selected based on parent selection of programs. Traditional scheduling involves numerous academic subjects with small increments of time in each class and block scheduling focuses on fewer academic subjects and more instructional time. This study will compare office referral numbers, absence frequency, and Essential Learner Outcome (ELO) science strand scores in the 8th-grade (pretest) to the same students office referrals, absence frequency, and ELO science strand scores in the 11th-grade (posttest) between Seven Period Traditional Scheduling (SPTS) and Four Period Block Scheduling (FPBS) in the hopes that no matter what schedule students are a part of, the achievement results will be similar. (Study participants had completed both grade level ELO assessments and were continuously enrolled in one high school through their junior year.
机译:这项研究将评估在中学实施的替代排课方法。根据家长对课程的选择来选择学生。传统的排课涉及许多学科,每堂课的时间增量很小,而块状排课则侧重于较少的学科和更多的教学时间。这项研究将比较8年级(预测试)的办公室转诊人数,缺勤频率和基本学习者(ELO)科学成绩,与11年级相同学生的办公室转介,缺勤频率和ELO科学成绩的比较(七段传统排课(SPTS)和四段分组排课(FPBS)之间的后测,希望无论学生参加什么排课,成绩都将相似。 (研究参与者已经完成了两个等级的ELO评估,并在整个三年级期间不断进入一所中学就读。

著录项

  • 作者

    Dostal, Jay Roland.;

  • 作者单位

    University of Nebraska at Omaha.;

  • 授予单位 University of Nebraska at Omaha.;
  • 学科 Educational administration.;Secondary education.;Science education.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 143 p.
  • 总页数 143
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:36:55

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