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Block scheduling as perceived by selected high school principals and teachers of math and science
Crosby, Arnetta Keys The University of Southern Mississippi 2002 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The purpose of this study was to investigate the perceptions held by administrators in Mississippi public high schools to see how their views may influence the type of scheduling format they use. It also investigated the perceptions and views of math and science teachers to see if there are differences in perceptions between them and if these differences of perceptions are related to the teaching process, school climate, and student achievement. Two surveys were constructed, one geared for administrators and one geared for teachers. The subjects consisted of all building principals in Mississippi public high schools who have implemented or are in the process of implementing a block schedule into their school's educational curriculums. Subjects also consisted of a sample of math and science teachers who teach in a block schedule model. A list of schools meeting these requirements was obtained from the Mississippi Department of Education. A survey was sent to approximately 83 school districts and 194 schools. The findings of this study indicate that administrators and teachers who are presently utilizing some type of block schedule in Mississippi public schools do not differ in their perceptions regarding the type of schedule used. This study further emphasized that the teaching process, school climate, and student achievement do not make a difference in the perceptions between administrators and teachers. However, there were some discrepancies between administrators' and teachers' beliefs about the amount of inservice training they received before they started teaching in a block and while they were teaching in a block. The teachers felt that they received much less training than what was reported by their administrators. Even though the administrators and teachers sometimes held different beliefs about their inservice training, they were generally consistent in their beliefs that block scheduling has positively impacted their schools, and they were generally consistent in their beliefs about not wanting to return to a traditional schedule.
Bingham, Millard Juette The University of Southern Mississippi 2002 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
This study examined the efficacy of using computer-assisted instruction (CAI) with adult students participating in the adult education/General Educational Development (GED) preparation programs provided by the Hattiesburg Public School District. Students in the program were assigned to either an experimental group that received CAI instruction or to a control group that received traditional instruction (TI). During a semester period each group received 20 hours of instruction. Pretest scores on the <italic>Tests of Adult Basic Education </italic> (<italic>TABE</italic>) served as covariates in determining differences in the two groups on the <italic>TABE</italic> posttests. No statistically significant differences were found between mean scores of the experimental and the control groups. Both methods were found to be equally effective with an adult GED student population. The researcher concluded that CAI can be of utility to adult educators, but is clearly no panacea when it comes to preparing students for the GED Tests. If program administrators are looking for a magical method of instruction that will surpass results from traditional teacher-provided instruction, they must continue to look beyond CAI for other innovative methods. CAI did however offer other benefits such as aiding with student retention and freeing up instructor time. The researcher concluded that CAI is of value when used to complement traditional instruction in the GED classroom. CAI bestows added confidence upon the adult learner and also aids the student in developing a degree of technological literacy, a skill that is of paramount importance in today's technologically driven world. CAI should not be viewed as a one-way ticket to successful learning outcomes in the GED preparation classroom, but it can be part of the journey. CAI was not found to be any more effective than the traditional educational program it complements.