This study provides an overview of the issues science teachers faced in the 2006-07 school year with the change to the block schedule in Wake County, North Carolina. The purpose of this research was to address gaps in literature related to changes teachers had made in their instruction and interaction with students after the implementation of the block schedule. The mixed methods used were a survey instrument, followed by eight focus group interviews. Data Analysis included t-tests, correlations, and triangulation through a phenomenological approach. Results obtained were a difference in methods used by teachers with End-of-Course tests when compared with Non-End-of-Course tests in the areas of outdoor activities, projects, media center visits, and guest speakers. Teachers with more experience also tended to change instructional methods less on the block schedule. Conclusions drawn include state testing negates some benefits of block scheduling including those to curriculum, learning, and student relationships.
|Advisor:||Park, John C.|
|School:||North Carolina State University|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 71/02, Dissertation Abstracts International|
|Subjects:||Secondary education, Science education, Curriculum development|
|Keywords:||Block scheduling, North Carolina, Science education, Wake County|
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