![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Many models of timetabling exist in secondary schools in Western educational jurisdictions. This study examines whether or not teachers teaching a full course load without preparation time during a semester are willing to volunteer to participate in extracurricular activities. This research was conducted in a rural school district in British Columbia, Canada. Teacher workload, preparation time and willingness to volunteer for extracurricular activities were addressed. Over 70 per cent of respondents to the survey indicated that they found their workload unmanageable during the semester in which they had no preparation time while over 90 per cent of respondents indicated they wanted to have preparation time distributed evenly over the full school year. A significant majority of teachers do not supervise extracurricular activities when they have no preparation time. A comprehensive literature review examining advantages and disadvantages of the semester timetable and an extensive bibliography are included.
References
|
BCSTA (2010) Online at: http://www.bcsta.org:8080/docushare/dsweb/View/Collection-9637 (accessed 19 September 2010). Google Scholar | |
|
Davies, M. (2007) Teacher Burnout: Avoidable or Inevitable. Retrieved from UBC-O Faculty of Education Archives. Faculty Advisor Dr Carol Scarff, MEd Project. Google Scholar | |
|
Dworkin, A. (1987) Teacher Burnout in the Public Schools: Structural Causes and Consequences for Children. Albany, NY: State University of New York Press. Google Scholar | |
|
Eineder, D. V., Bishop, H. L. (1997) Block Scheduling in the High School: The Effects on Achievement Believer, and Student–Teacher Relationships, NASSP Bulletin, 81(589), 45–54. Google Scholar | |
|
Fredericks, J. A., Eccles, J. S. (2006) ‘Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations’. Developmental Psychology, 42(4), 698–713. Google Scholar | Crossref | Medline | ISI | |
|
Grimmitt, P. (2008) ‘The contrasting discourses in the professional lives of educators in Vancouver’. Journal of Educational Change, 9(2), 101–21. Google Scholar | Crossref | |
|
Gullett, D. (2006) Block Scheduling: The Effects on Curriculum and Student Productivity, NASSP Bulletin, 90(3), 250–66. Google Scholar | |
|
Hoffman, J. (2006) ‘Extracurricular activities, athletic participation and adolescent alcohol use: gender-differentiated and school-contextual effects’. Journal of Health and Social Behavior, 47, 275–90. Google Scholar | SAGE Journals | ISI | |
|
Hurley, J. (1997) The 4 x 4 Block Scheduling Model: What Do Students Have to Say About It?, NASSP Bulletin, 81(593), 64–72. Google Scholar | |
|
Kienholz, K., Segall, N., Yellin, N. (2003) ‘The block: implications for secondary teachers’. Kappa Delta Pi Record, 39(2). Google Scholar | Crossref | |
|
Moriana, J., Alos, F., Alcala, R., Pino, M., Herruzo, J., Ruiz, R. (2006) ‘Extra-curricular activities and academic performance in secondary students’. Electronic Journal of Research in Educational Psychology, 8(4), 35–46. Google Scholar | |
|
Murrin, M. (2000) ‘An Examination of Selected Schools’ Experiences in Implementing Block Scheduling’. Retrieved from Canada Theses Portal AMICUS No. 27650640. Google Scholar | |
|
Naylor, C., Field, A. (2001) ‘I Love Teaching English but …’: A Study of the Workload of English Teachers in BC Secondary Grades. Vancouver: BC Teachers’ Federation. Google Scholar | |
|
Rettig, M., Canady, R. (2001) Block Scheduling: More Benefits than Challenges. Response to Thomas, NASSP Bulletin, 85(628), 78–86. Google Scholar | |
|
Shulruf, B., Tuman, S., Tolley, H. (2008) ‘Extracurricular activities in schools: do they matter?’ Children and Youth Services Review, 30: 418–26. Google Scholar | Crossref | ISI | |
|
Stauton, J., Adams, T. (1997) What Do Teachers in California Have to Say About Block Scheduling?, NASSP Bulletin, 81(593), 81–4. Google Scholar | |
|
Wilson, J. W., Stokes, L. C. (2000) ‘Students’ perceptions of the effectiveness of block versus traditional scheduling’. American Secondary Education, 28(3), 3–12. Google Scholar |
