Document Type

Research Report

Original Publication Date

1997

Date of Submission

December 2016

Abstract

in 1995, the Metropolitan Educational Research Consortium (MERC) commissioned a study of alternative high school scheduling models to determine the effects of different high school schedules on teaching strategies, teacher, and student satisfaction, and student and school performance. Specifically, it was hypothesized that block schedules would (1) improve teacher classroom and work behavior, (2) improve the working conditions for teachers and students, and (3) improve student and school outcomes. This paper presents the first report of the data. It presents the results of the analysis of the survey administered to teachers, students and administrators in the Spring of 1995. The paper also presents a complete list of findings from these analysis in the appendices to this document. This paper will also be followed by a second report in the Fall of 1996 which will focus on the analysis present our analysis of the actual student performance data.

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VCU MERC Publications

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Education Commons

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