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Dissertation/Thesis Abstract

Block Scheduling in an Era of Common Core Curriculum: A Case Study of Administrators' and Teachers’ Perceptions for Classroom Practices and Academic Engagement
by Poveromo-Spindler, Lisamarie, Ed.D., Manhattanville College, 2017, 251; 28314123
Abstract (Summary)

The landscape of modern educational practice in the United States features a terrain that is often jagged while still being predictable in nature. The needs of students are varied and complex and despite the challenges faced, most leaders in the field of education agree that schools should be a place that is preparatory, challenging, and engaging. In recent years, there has been a great amount of discussion and theorizing on how to increase academic engagement within the classroom to the depth that most professionals agree is needed. Through this case study, I examined block scheduling in a high school as a vehicle for increasing academic engagement. I studied teacher’s perceptions and understandings of strategies used to increase student achievement which ultimately led to defining academic engagement through behavioral, cognitive, and emotional lenses. With a holistic definition, I was able to study the impact of block scheduling on academic engagement in the classroom. This case study employed the use of Charlotte Danielson’s Framework for Teaching (Danielson, 2013) as a lens for viewing the teacher’s role in securing proper engagement within the classroom and Bloom’s taxonomy revised (Anderson, 2001) to determine the complexity of student work. I considered both the current climate and trends of education in the United States as well as the culture of the community in which the study was conducted. Qualitative data regarding the effects of block scheduling on academic engagement were collected through individual interviews, observations, and analysis of artifacts particular to the case study site. Through synthesis of the data collected, I determined that although a block schedule requires continued targeted professional development and by itself may not enhance classroom instruction, it can prove to be impactful on fostering meaningful teacher-student relationships leading to a positive school climate.

Indexing (document details)
Advisor: Monson, Robert
Commitee: Mitchell, Kenneth, Amori, Phyllis
School: Manhattanville College
Department: School of Education
School Location: United States -- New York
Source: DAI-A 82/7(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Secondary education, Education Policy
Keywords: Academic engagement, Block scheduling, Common Core, Scheduling, School climate, Student engagement
Publication Number: 28314123
ISBN: 9798557091688
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