- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- Perceptions of teachers and students of an innovative two-hour instructional time block schedule and its effect on student achievement, 1990
- Creator:
- Walker, Wilmer David, Jr.
- Date of Original:
- 1990/1999
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
dissertations - Type:
- Text
- Format:
- application/pdf
- Description:
- The problem of this study was to: (1) investigate teacher and student perceptions of an innovative school improvement strategy (two-hour instructional time block schedule), recently implemented in an Atlanta public comprehensive high school; (2) determine the difference between teachers' and students' views on school climate and time on task in the context of the two-hour block schedule; and (3) determine the difference between student achievement in reading and mathematics in 1988 under the one-hour block schedule and student achievement in those two skills in 1989 under the two-hour block schedule. Method and Procedure Evaluative data were collected from 533'high school students and 72 high school teachers, using a 38-item instrument concerning an innovative two-hour instructional time block schedule and a 40-item instrument concerning school climate and time on task. Data were analyzed comparing high school students' 1988 and 1989 reading and mathematics achievement test scores. Results Analysis of the evaluative data showed the following: 1. Teachers' and students' analyzed responses indicated that they preferred the innovative two-hour instructional time block schedule over the previous one-hour instructional time block schedule. 2. Teachers' and students' analyzed responses indicated that the two-hour instructional time block schedule had a positive effect on the school learning climate and time on task. 3. Analyzed student data of their 1988 reading achievement test scores indicated no significant difference when compared to their 1989 reading achievement test scores. 4. Analyzed student data of their 1988 mathematics achievement test scores indicated a significant difference when compared to their 1989 mathematics achievement test scores. There was an increase from 18 to 34 percent.
Date of award: 5/1/1990
Degree type: dissertation
Degree name: Doctor of Education (EdD)
Granting institution: Clark Atlanta University
Department: Educational Leadership
Advisor: Rabsatt, Sidney - Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:1990_walker_wilmer_d_jr
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
