Block Versus Traditional Scheduling Essay Example for Free

Block Versus Traditional Scheduling EssayThis is a proposal to the body of work to check into the affect of schooling schedule on the student body. The short introduction will establish a purpose to view the students reaction to the turn away or tralatitious folk schedule as the cornerst unity of their success in their learning endeavor. Such scan will promise to learn what has to be make to improve the student morale and to increase their effectiveness as learners, that is which specific scheduling type is instrumental in doing so. Since this is just a proposal to the study, and no actual study has been done, the readers will keep no actual data sets yet.Introduction Intensive or short-term classes, also known as put off scheduling have risen out of search for alternative ways to the traditional scheduling. Such classes argon presented in segregated units and might have a different construction from a high school to college. educatees might be open to six specific classes, ii hours distributively for the duration of a draw with an different set of six classes following the next quarter. Daniels (2000) and Queen (2000) presented a study in which she objectified the contrast between prevent and traditional schedules.She confirmed that block scheduling became common on high school and college levels during the last decade. Post high school institutions explain infiltration of the block scheduling by entryway in a large numbers of non-traditional students. To serve such students better and to adapt to their schedules, the post secondary institutions initiated time-shortened courses, however more intensive, fitting two sets of class load in one semester. Per Daniels research, half of surveyed post secondary institutions have been using nigh sort of block scheduling (also see Stodden, Galloway, L. , Stodden, 2003).In the surveyed institutions the block schedule did not have a unified pee-peeation, either. Some moved to so-called quarter h ours in which each student would take several classes for each quarter (three months) four quarters a year including a summer session(s). Other institutions volunteerd scheduling that formed even more intensive course load. Marric College in Sacramento, California, in particular has students enroll into two courses lasting six weeks. Each class would last four hours and be offered once a week. Justification of studySuch tendency became widespread and included m each Nations high schools. M some(prenominal) educators Mcleskey Welle (2000) expressed a concern that a lack of unanimity among the schools and at times controversial findings might jeopardize the quality of instructional delivery. Some evidence suggests that the instruction must me at least 10 to 12 weeks short and presented a few times during the week in order to provide some significant impact on learning. It does appear that high school and postsecondary institutions be more concerned of quantity of classes being off ered rather than the quality of the instruction.After all, the argument that acceleration of the course load provides mode intense study hazard is limited in that there is not enough time to study the subject matter deeper. Purpose There is no doubt that such diversity of schedule types in many different schools does not benefit uniformity of the instruction (Jenkins, Queen Algozzine, 2002). The very fact that different schools, even in spite of appearance the same district, may exercise different type of scheduling appears to be disturbing.Despite the fact that a number of researchers offered study-type investigations into the dilemma, it is still very difficult to find the concrete results based on two high schools within the same school district one with block scheduling and another with traditional. Even when show there was no study available to test the students comfort level and presence or absence of try out when subjected to either block or traditional scheduling. Hence , the purpose of this study is to attempt to derive more narrow and directed conclusions with the following Null HypothesisHO Participants did not experience any stress level or discomfort when subjected to one quarter of block scheduling HA Participants experienced significant (p. 5) manifestation of discomfort and/or stress when exposed to block scheduling. To provide the quantitative opportunity, this researcher suggests devising a scale that would quantify the participants stress reaction to the stimuli. For example 1 No physiological/biological/psychological symptoms experienced during or after one block of classes is given. 2 Some symptoms are experienced but do not produce any noticeable symptoms.3 Symptoms cause some psychological or physical manifestations that can be observed and recorded (non-natural posture, felt awkwardness, feeling/being clumsy, to some degree irritated). 4 Extreme nervousness, body perspiration, observable displeasure presentation, failing classe s, cutting classes, feeling ill often. Definition of Theoretical Constructs and Research Design The research will measure levels of stress during and/or after attending classes in the students in block scheduling versus the students in traditional scheduling.There are galvanic pile of stated theories under the guise of stress research, however, this researcher found none that would examine the psychological state of students in and under block schedule versus their peers who are in the traditional scheduling. 1) degree of the schedule control/ insistency on the students 2) degree and specific direction of initial reaction of students. 3) the degree of the school homeostatic reaction in its attempt to maintain status quo Negative attitude toward scheduling can be viewed as following states-of-being a) self-pity b) helplessness c) low self-afficacy d) irritation5) increased clumsiness The degree of school control/pressure can be quantified on nominal scale 1 feel no pressure/stress. Like classes and attend them with pleasure. Feel free to manifest my creative thinking. Am aware that every of my creative ideas are manifested in the productive process of my education. 2 freedoms of creativity somewhat limited. There is a limited time to express myself. Some of my ideas/concepts are not heard/considered. Small degree of the schedule influence on my life outside the school is felt at times (more homework). 3 feel pressure from the higher pressure of scheduling.My ideas/concepts are not considered most of the times. depression that sharing my ideas can lead me in to trouble. depression not important to the school (or my class). Feeling not appreciated. 4 feel constant (daily) pressure from the scheduling. Feeling being controlled (puppet-like state) by the scheduling. No ideas are being considered (or no time at all to share). Feel invisible. Perceive the message from teachers, You are the small methamphetamine in the big mechanism. You must do your part cons istently and efficiently, without aberration. Feeling trapped, depressed, and unhappy.Missing days of school due to illness. The degree of initial reaction to the scheduling type can be quantified as follows. A Absence of any stress. Study duties seem easy and comfortable to perform. No anger or any negative feelings toward the teachers. B Minimum stress level. Most days are comfortable and pleasant. Occasional and minimum negative reaction toward the teachers. C Moderate stress. trine out of five school days are not comfortable and are stressful. Being critical to the teachers. Often complaining and/or expressing negative feelings to other students.Fear of negative opinion of the teachers. D Daily stress. Not comfortable performing schoolwork. Feeling of constantly being watched. C conspicuous and at times overt feelings of hostility toward teachers. Strong urge to become instrumental in changing things around or drop out. Complain with open hostility. The degree of the orga nizational homeostatic reaction in its attempt to maintain status quo can be quantified as follows (in case if the participants answered 3/4 or C/D in previous scales) i) No events occur. Nothing to make stressed situation more stressful. ii) Some events do occur.All events, however, are under control and none are long-lasting. iii) Events that occur are unpleasant and might be somewhat threatening in nature. Most bear unpleasant conversations/explanations with teachers. Most fire can be put down but require some effort. Some have the capability to become cause for administrative actions and other sanctions. iv) Events are very flagitious in nature. Most are felt like the cause of a complete failure or even drop out. May have the potential of causing disturbance in classes. Very difficult for the fire to be put down and requires a significant amount of effort.v) Events result in insularism from the school suspension. This researcher proposes to use p . 05 as the probability valu e. He will solicit two randomly selected groups with 30 students in each one would be under the current block schedule and another under traditional one within the same school. Mitchel Jolley (2004) suggested an effective randomizer that might work wellhead in this scenario. The fact that two very different by nature of business schedules should cause different reactions from students and will contribute to more complete discretion of the schedule affect on the student body.The survey (pre-test) will be administered to all 60 participants in both groups. The data will be tabulated to form the initial quantity (starting point) from which this researcher will operate. The purpose of the survey is to find out (to quantify) the initial psychological state of each student in two groups. The same survey will be administered in the midterm (six weeks later) and at the conclusion of 12-week research period. Data will ve compared, contrasted, and tabulated. Contributions This researcher b elieves that this study will provide a new and fresh approach to the study of scheduling influence on the students.If allowed to experiment the schools administration will have an opportunity to learn how each type of scheduling will affect students and to develop the student body with the least amount and manifestation of stress and with the highest possible morale and study ethics. As the result, the study productivity will increase and the quality of the learning will improve 100 fold. References Daniel, E. L. (2000). A Review of Time-Shortened Courses across Disciplines. College Student Journal, 34(2), 298. Retrieved May 15, 2007, from Questia database http//www.questia. com/PM. qst? a=od=5001760249 Jenkins, E. , Queen, A. , Algozzine, B. (2002). To Block or Not to Block Thats Not the Question. The Journal of Educational Research, 95(4), 196+. Retrieved May 15, 2007, from Questia database http//www. questia. com/PM. qst? a=od=5000642089 Mitchell, M. L. , Jolley, J. M. (2007). Research role explained (6th ed. ). Belmont, CA Wadsworth/Thomson Queen, J. A. (2000). Block Scheduling Revisited. Phi Delta Kappan, 82(3), 214. Retrieved May 15, 2007, from Questia database http//www.questia. com/PM. qst? a=od=5001115634 Stodden, R. A. , Galloway, L. , Stodden, N. J. (2003). Secondary School Curricula Issues Impact on Postsecondary Students with Disabilities. Exceptional Children, 70(1), 9+. Retrieved May 15, 2007, from Questia database http//www. questia. com/PM. qst? a=od=5002033905 Weller, D. R. , Mcleskey, J. (2000). Block Scheduling and Inclusion in a High School. Remedial and Special Education, 21(4), 209. Retrieved May 15, 2007, from Questia database http//www. questia. com/PM. qst? a=od=5001073229