2024 Doctoral Capstone Projects

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.

Currently, the Knoch School District lacks effective professional development opportunities for our staff and suffers from a high call-off rate on in-service days. This Capstone Research Project sets out to understand effective professional development strategies that can be implemented within the school district. This includes reviewing how the district currently provides professional development for teachers and determining which of these opportunities are effective. It sets out to answer four questions: 1) What topics does the staff believe are most important when it comes to receiving professional development? 2) What would make staff more likely to participate in professional development that is offered by the district? 3) What style of professional development opportunities do teachers believe impacted their classroom instruction? 4) How does the professional development meet the objectives of the district’s vision? Data collection tools that will be applied include surveys, feedback forms, and call-off rates on the professional development days. These tools will provide both qualitative and quantitative data for review. At least three different models of professional development will be implemented throughout the school year. After each of these, a feedback from will be completed by participants. Both the surveys and professional development feedback forms include Likert scale-type and multiple-choice questions and will allow for some open-ended responses. Moving forward, all of the data collected will be used to create a district-wide professional development plan.