Date of Award

5-2022

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

This action research study explored the benefits and barriers of block scheduling. Fifty-six teachers from private, Christian schools in Michigan and Iowa participated in a confidential survey which measured academic understanding and methods, and school culture and climate within the block schedule versus traditional scheduling. An analysis of the survey data demonstrated consistent statistical evidence of a correlation between block scheduling and deeper levels of academic understanding, student relationships, and a more positive school climate. The results of the open-ended response questions showed that block scheduling, implemented well with professional development and planning time for lessons, is a benefit to educational growth. Block scheduling becomes a barrier if there is not significant time to go through the standards and content, and to create engaging lessons to address attention spans and focus issues.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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