Theoretical perspective of present study as related to literature Essay Example for Free

Theoretical perspective of present study as related to literature Essay The present study presents a qualitative approach to determining whether the block schedule is advantageous to school systems. As the above literature review indicates, current studies are inconclusive as to whether or not block scheduling leads to an increase in test scores. This study will look at additional factors of the block scheduling system in order to determine if block schedule can produce positive academic outcomes directly or indirectly. Rationale for Present Study. While the literature as a whole provides only statistically insignificant support using test scores as determinants for the academic merit of block scheduling, other variables have not been the focus of these studies. These variables include attitudes of principals, teachers, parents and students, school climate, utilization of alternative teaching methods and other less tangible outcomes. Specifically, block scheduling often results in better nonacademic outcomes (e. g., positive class climate and enhanced instructional opportunities) than does traditional scheduling. Thus, the findings from the present study that students in block scheduling perform academically as well as or slightly better than students in traditional scheduling supports the implementation of block scheduling in high school settings. However, if the only goal of adopting a block scheduling program is to improve short-term student test scores, then the literature and this study are less enthusiastic (Lewis, Dugan, Winokur, and Cobb, 2005). In addition to academic advantages, some teachers claim school climate and discipline has improved as teachers spend more time with each other (O’Neil, 1995; Short and Thayer, 1998). Summary Oftentimes, test scores do not tell the whole story. Schools with block scheduling may see increased achievement in places they least expected. Over time, these results might translate into the academic achievement that remains ambiguous at present. Introduction . The results of this study could potentially add to the body of knowledge regarding the strengths and advantages of block scheduling versus traditional scheduling. It is incredibly short-sighted to view test scores as the only indicator of improved academic achievement. As the studies above indicate, test scores are inconclusive in determining whether block scheduling is effective. However, there are two flaws here. First, only one study took into effect the factor of time on block schedule when conducting its research. This time factor gives the schools system time to settle in to and to perfect its system. Second, the studies seem to ignore other variables which can contribute to academic achievement and performance. According to Magdol, (1992), the factors that contribute to academic achievement fall into the following groups: â€Å"Individual, Family, Peer, School, Work and Community. The school factors she isolates are Alienated Teachers, Inflexible Curricula, Lack of Counseling Services for At-Risk Students, School Transitions, Weak Administrative Support, Large School District, Large School, Low Participation in Extracurricular Activities, Negative School Climate and Uninvolved Parents† (Magdol, 1992). Design of Study This study will examine two high schools, one which uses block scheduling and one which uses traditional scheduling. Students, teachers, teachers and administrators will be surveyed as to discipline issues, attendance and scores on the GHSGT in order to determine if any trends evolve that correlate with these variables. Then an analysis of the advantages of block or traditional scheduling within these schools can be made. Sample and Site The block scheduled school used in this study is Upson-Lee High School in Thomason, Georgia. The traditionally scheduled school used in this study is Spalding High school in Griffin, Georgia. Students who have completed their eleventh grade year and who have taken the social studies component of the GHGGT will be used as the sample group.