![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Results are presented from a mixed-method investigation into the effects of Block Schedule on student self-efficacy, attitude, and instructional practices within the context of mathematics. Students exposed to block schedule showed no change in attitude toward mathematics, whereas those on a traditional schedule demonstrated a significant decrease. Students on block schedule also made significantly greater gains in self-efficacy. If reformed teacher practice is a goal of transitioning to block schedule, results point to a critical need for professional development.
|
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. Google Scholar | Crossref | Medline | ISI | |
|
Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: W.H. Freeman. Google Scholar | |
|
Dweck, C.S. (1999). Self theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press. Google Scholar | |
|
Estacion, A. , McMahon, T. , Quint, J. , Melamud, B. , & Stephens, L. (2004). Conducting classroom observations in first things first schools [Working paper]. New York: MDRC. Google Scholar | |
|
Evans, W. , Tokarczyk, J. , Rice, S. , & McCray, A. (2002). Block scheduling: An evaluation of outcomes and impact. The Clearing House, July/August, 319-323. Google Scholar | |
|
Fennema, E. , & Sherman, J.A. (1976a). Fennema-Sherman Mathematics Attitudes Scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males (Ms. No. 1225). JSAS Catalog of Selected Documents in Psychology, 6, 31. Google Scholar | |
|
Fennema, E. , & Sherman, J.A. (1976b). Fennema-Sherman Mathematics Attitude Scales: Instruments designed to measure attitudes towards the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7, 324-326. Google Scholar | Crossref | |
|
Fossey, E. , Harvey, C. , McDermott, F. , & Davidson, L. (2002). Understanding and evaluating qualitative research . Australian and New Zealand Journal of Psychiatry, 36, 717-732. Google Scholar | SAGE Journals | ISI | |
|
Griffin, L.L. , & Nicholson, J.W. (2002). An evaluation of the blocks: Schedule in two high schools. Paper presented at the annual meeting of the Mid-South Educational Research Association, Chattanooga, TN. Google Scholar | |
|
Gullatt, D.E. (2006). Block scheduling: The effects on curriculum and student productivity. National Association of Secondary School Principals Bulletin, 90, 250-266. Google Scholar | |
|
Hackman, D.G. (2004). Constructivism and block scheduling: Making the connection. Phi Delta Kappa, May, 697-702. Google Scholar | |
|
Hughes, W.W. (2004). Blocking student performance in high school? Economics of Education Review, 23, 663-667. Google Scholar | Crossref | ISI | |
|
Hurley, J.C. (1997). The 4 × 4 block scheduling model: What do students have to say about it? National Association of Secondary School Principals Bulletin, 81, 53-64. Google Scholar | |
|
Kennett, D.J. , & Keefer, K. (2006). Impact of learned resourcefulness and theories of intelligence on academic achievement of university students: An integrated approach. Educational Psychology, 26, 441-457. Google Scholar | Crossref | |
|
Kvale, S. (1983). The qualitative research interview: A phenomenological and a hermenuetical mode of understanding. Journal of Phenomenological Psychology, 14, 171-196. Google Scholar | Crossref | |
|
Liu, J. , & Dye, J.F. (1998). Teacher and student attitudes towards block scheduling in a rural school district. American Secondary Education, 26, 1-7. Google Scholar | |
|
Nichols, J.D. (2005). Block-scheduled high schools: Impact on achievement in English and language arts. Journal of Educational Research , 98, 299-309. Google Scholar | Crossref | ISI | |
|
Payne, D.A. , & Jordan, M.M. (1996). The evaluation of a high school block schedule: Convergence of teacher and student data. American Secondary Education, 25, 16-19. Google Scholar | |
|
Rice, J.K. , Croniger, R.G. , & Roellke, C.F. (2002). The effect of block scheduling high school mathematics courses on student achievement and teachers' use of time: Implications for educational productivity. Economics of Education Review, 21, 599-607. Google Scholar | Crossref | ISI | |
|
Salvaterra, M.E. , Lare, D. , Gnall, J. , & Adams, D.C. (1999). Block scheduling: Students' perceptions of readiness for college math, science, and foreign language. American Secondary Education, 27, 13-21. Google Scholar | |
|
Trenta, L. , & Newman, I. (2002). Effects of a high school block scheduling program on students: A four year longitudinal study of the effects of block scheduling on student outcome variables. American Secondary Education , 31, 54-71. Google Scholar | |
|
Wilson, J.W. , & Stokes, L.C. (2000). Students' perceptions of the effectiveness of block versus traditional scheduling. American Secondary Education , 28, 3-12. Google Scholar | |
|
Wronkovich, M. (1998). Block scheduling: real reform or another flawed educational fad? American Secondary Education, 26, 1-6. Google Scholar | |
|
Zepeda, S.J. , & Mayer, R.S. (2006). An analysis of research on block scheduling. Review of Educational Research, 76, 137-170. Google Scholar | SAGE Journals | ISI |
