The perceptions of administrators and teachers of the four-by-four block scheduling program implemented in some selected Georgia high schools, 1998
Creecy-Waters, Doris
1998-05-01
1990-1999
The purpose of this study was to determine perceptions of school personnel toward the four-by-four block scheduling program and the extent and influence of this scheduling model in some selected Georgia high schools. Data were obtained using the Creecy Administrator/Teacher Time Block Schedule Questionnaire (CATQ), which measured perceptions of the four-by-four scheduling model versus the traditional six-periods-a-day model, and the School Climate and Time on Task Characteristics of the Illinois Quality School Index (IQSI), measured perceptions of the four-by-four block scheduling program on school climate and time on task. Surveys were sent to the administrators and teachers at fifteen randomly selected Georgia high schools. The CATQ and IQSI instruments were mailed to 450 teachers and 105 administrators. There were 47 administrator and 180 teacher respondents to the section regarding school climate; 46 administrators and 150 teachers responded to the section regarding time on task. Seven research hypotheses were examined using the la�test and one-way analysis of variance. Findings indicated (1) administrators and teachers both preferred the four-by four block scheduling program; (2) administrators and teachers both perceived the learning climate and time on task as more effective during the implementation of the four-by-four block scheduling model; and (3) students' attendance and reading and mathematics scores did increase slightly while implementing the four-by-four block scheduling model. The study concluded with several recommendations growing out of the findings.
text
application/pdf
dissertation
Doctor of Education (EdD)
Clark Atlanta University
Department of Educational Leadership
Agburu, Ogbu
Georgia--Atlanta
http://hdl.handle.net/20.500.12322/cau.td:1998_creecywaters_doris
http://rightsstatements.org/vocab/InC-EDU/1.0/
