Block Scheduling and School Climate Analytical Essay by Nicky
Block Scheduling and School Climate
This paper discusses the changing school climate or cultural environment as it relates to 'block scheduling' in K-12 education.
# 145894
| 950 words
| 7 sources
| APA
| 2010
| 
Published
on Dec 05, 2010
in
Education
(Curriculum)
, Education
(Teaching Methods)
, Education
(Theory)
, Education
(Elementary School)
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Description:
In this article, the writer first explains that block scheduling is a modification of the division of instructional time which divides this time into blocks of time that ranges from 20 to 110 minutes. The writer discusses that a positive school climate serves as the foundation for student learning and achievement and while the research indicates that standardized testing scores do not always show an immediate increase that can be attributed to block scheduling, without the necessary provision of a positive school climate the potentiality of student achievement will certainly not be realized. The writer concludes that block scheduling has been found in research to increase positivity in the school climate both for students and teachers alike.
Outline:
Objective
Introduction
Positive Effects of Block Scheduling
Effect of Block Scheduling on Academic Achievement
Effect of Block Scheduling on School Climate
Summary & Conclusion
Outline:
Objective
Introduction
Positive Effects of Block Scheduling
Effect of Block Scheduling on Academic Achievement
Effect of Block Scheduling on School Climate
Summary & Conclusion
From the Paper:
"Specifically, the environment benefits from less interruption and additional time allotted for instruction with the added benefits of reduction of behavior problems among students and improved student attendance. The curriculum benefits are related to flexibility and interdisciplinary experience as well as thematic instruction, student centered instruction and the use of the community as a resource for learning. Instruction benefits include the improved instruction and learning environment and less fragmentation in lessons. More time for instruction results in better meeting the needs of the students with their varying and different learning styles. Finally, assessment benefits are inclusive of the reduction of the failure rate and improvement on standardized testing scores. There is less daily paperwork involved and student achievement has been noted to increase."Sample of Sources Used:
- Teaching Physical education in a Block Schedule (2000) Middle and Secondary school Education Council - a Resource Paper from the National Association for Sport and Physical Education. 2000. Online available at: http://www.nevadaahperd.com/info/specific_pe_block.pdf
- Gruber, Charlotte D. (2001) Effect of Block Scheduling on Academic Achievement Among High School Students. The High School Journal Vol. 84, No. 4 April-May 2001.
- Marshall, M. L. (2004). Examining School Climate: Defining Factors and Educational Influences [white paper, electronic version]. Retrieved (month, date, year) from Georgia StateUniversity Center for School Safety, School Climate and Classroom Managementwebsite: http://education.gsu.edu/schoolsafety/
- Zepeda, Sally J. and Mayers, R. Stewart (2006) An Analysis of Research on Block Scheduling. Review of Educational Research. Vol. 76, No. 1.
- Gullatt (2006) Block Scheduling: The Effects on Curriculum and Student Productivity. NASSP Bulletin. Vol. 90 No. 3 2006.
Cite this Analytical Essay:
APA Format
Block Scheduling and School Climate (2010, December 05)
Retrieved June 06, 2023, from https://www.academon.com/analytical-essay/block-scheduling-and-school-climate-145894/
MLA Format
"Block Scheduling and School Climate" 05 December 2010.
Web. 06 June. 2023. <https://www.academon.com/analytical-essay/block-scheduling-and-school-climate-145894/>