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Lewis Chance W., Dugan James J., Winokur Marc A. & Cobb Brian R. (2005). « The Effects of Block Scheduling on High School Academic Achievement ». NASSP Bulletin, vol. 89, n° 645, dĂ©cembre, p. 72–87. En ligne : <http://bul.sagepub.com/content/89/645/72.abstract>.
Added by: Rémi Thibert (30 Jun 2010 10:17:46 Europe/Paris) Last edited by: Agnès Cavet (28 Oct 2010 15:38:42 Europe/Paris) |
| Resource type: Journal Article DOI: 10.1177/019263650508964506 BibTeX citation key: Lewis2005b  |
Categories: General Keywords: temps et rythme scolaires Creators: Cobb, Dugan, Lewis, Winokur Collection: NASSP Bulletin |
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| URLs http://bul.sagepub ... 89/645/72.abstract |
| Abstract |
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The effect of block scheduling on high school student achievement in mathematics and reading was investigated in this study through the use of an ex postfacto, longitudinal research design. Specifically, student scores from 9th and 11th-grade standardized tests were matched and sorted by junior high and high school attended. Outcome measures consisted of Levels tests and {ACT} exams in mathematics and reading. Statistical analyses of student gain scores included main effects of scheduling type, gender, and ethnicity as well as interaction effects for these independent variables. Results indicate that students in 4 X 4 block scheduling had greater gain scores in reading and mathematics than did students in both traditional scheduling and {A/B} block scheduling.
Added by: Rémi Thibert Last edited by: Agnès Cavet |