Teachers and building administrators' perceptions of the effectiveness of block scheduling in the high school
Abstract
The purpose of this study was to assess high school teachers and building level administrators' knowledge of the effectiveness of block scheduling in Indiana high schools. Two surveys used by Thomas L. Shortt and Yvonne V. Thayer in their 1999 Complete Handbook of Block Scheduling, were updated for this study. One survey was designed to be completed by teachers, and the other designed to be completed by building level administrators. The survey response rate from teachers was 24%. The survey response rate from building level administrators was 39%. Results revealed that teachers and building administrators had diverse perceptions regarding the effectiveness of block schedules in high schools. Building administrators had a higher perception than teachers that block schedules enhanced teacher and student relationships. Building administrators had a higher perception than teachers that block schedules help decrease student discipline referrals. Teachers had a slightly higher perception than building administrators that block schedules resulted in teachers using their time differently. Teachers had a much higher perception than building administrators regarding their use of diverse instructional practices on block schedules. Building administrators had a higher perception than teachers that teachers prefer block schedules to traditional schedules.
Degree
Ph.D.
Advisors
McInerney, Purdue University.
Subject Area
School administration
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