Title
Displaying results 1 - 2 of 2
Subtitle
A Doctoral Capstone Project
Abstract
This study evaluates the effectiveness of block scheduling in mathematics at Palmerton Area Junior High School (PJHS). Implemented in 2018-2019 to address poor student performance, the modified Block Schedule provides students with 90 minutes of daily mathematics instruction. Despite this significant change, no formal evaluation has been conducted until now.
The study aims to answer the following questions: How did the Block Schedule affect student grades during marking periods and at the end of the year? Did it influence the number of students scoring Advanced or Proficient on the Mathematics PSSA? How did math grades compare to other subjects taught traditionally? What was the impact on student discipline and attendance?
Data from PJHS’s student information system, including grades, PSSA scores, attendance, and discipline records, were analyzed. The comparison covers three years of the Traditional Schedule and four years of the Block Schedule, using statistical methods to evaluate the data.
Results indicated improvements in mathematics achievement under the Block Schedule, with higher marking period and year-end grades, and an increased number of students scoring Advanced or Proficient on the Mathematics PSSA. However, no significant changes were observed in discipline referrals or attendance rates.
The study provides insights into the academic benefits of block scheduling in mathematics and offers recommendations for further research.
The study aims to answer the following questions: How did the Block Schedule affect student grades during marking periods and at the end of the year? Did it influence the number of students scoring Advanced or Proficient on the Mathematics PSSA? How did math grades compare to other subjects taught traditionally? What was the impact on student discipline and attendance?
Data from PJHS’s student information system, including grades, PSSA scores, attendance, and discipline records, were analyzed. The comparison covers three years of the Traditional Schedule and four years of the Block Schedule, using statistical methods to evaluate the data.
Results indicated improvements in mathematics achievement under the Block Schedule, with higher marking period and year-end grades, and an increased number of students scoring Advanced or Proficient on the Mathematics PSSA. However, no significant changes were observed in discipline referrals or attendance rates.
The study provides insights into the academic benefits of block scheduling in mathematics and offers recommendations for further research.
Author: Heaney, Daniel J.
Associated name (asn): Pennsylvania Western University of Pennsylvania. Department of Education.
Subtitle
A Doctoral Capstone Project
Abstract
This research project aimed to investigate the impact of Whole School Cluster Grouping on student achievement, student growth, and teacher efficacy. The primary purpose was
to explore innovative strategies to meet the diverse needs of all students in a comprehensive educational setting. The study employed a mixed-methods research design, integrating both quantitative and qualitative data to provide a holistic understanding of the intervention's effects. Pre- and post-intervention quantitative data were collected from standardized test scores in English Language Arts and mathematics across grades 1 through 4. Qualitative data were derived from teacher efficacy surveys and narrative responses, providing insights into teacher experiences and perceptions. The analysis included comparing pre- and post-intervention achievement and growth percentages, as well as examining changes in teacher efficacy ratings. The results of Whole School Cluster Grouping indicated mixed impacts on student achievement and positive impacts on student growth. Teacher efficacy showed marked improvement in areas such as student engagement, instructional strategies, and classroom management, suggesting that Whole School Cluster Grouping positively influenced teachers' confidence and effectiveness. Overall, the findings suggest that Whole School Cluster Grouping has the potential to enhance educational outcomes but requires careful implementation to address challenges and optimize its effectiveness.
to explore innovative strategies to meet the diverse needs of all students in a comprehensive educational setting. The study employed a mixed-methods research design, integrating both quantitative and qualitative data to provide a holistic understanding of the intervention's effects. Pre- and post-intervention quantitative data were collected from standardized test scores in English Language Arts and mathematics across grades 1 through 4. Qualitative data were derived from teacher efficacy surveys and narrative responses, providing insights into teacher experiences and perceptions. The analysis included comparing pre- and post-intervention achievement and growth percentages, as well as examining changes in teacher efficacy ratings. The results of Whole School Cluster Grouping indicated mixed impacts on student achievement and positive impacts on student growth. Teacher efficacy showed marked improvement in areas such as student engagement, instructional strategies, and classroom management, suggesting that Whole School Cluster Grouping positively influenced teachers' confidence and effectiveness. Overall, the findings suggest that Whole School Cluster Grouping has the potential to enhance educational outcomes but requires careful implementation to address challenges and optimize its effectiveness.
Author: Hull, Megan L.
Associated name (asn): Pennsylvania Western University of Pennsylvania. Department of Education.