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Julie Franczyk – ProQuest LLC, 2024
This phenomenological qualitative research study aimed at understanding the scheduling practices of middle school principals in the Commonwealth of Pennsylvania. More specifically, this study examined how frequent changes are made to the middle school master schedule, factors that contribute to scheduling changes, barriers to scheduling, and the…
Descriptors: Scheduling, Middle Schools, Principals, Block Scheduling
Raven Pharr; Jennifer Keigher – ProQuest LLC, 2022
The purpose of this mixed method research study was to determine the perception of Glenview Middle/High School teachers and leaders on 4x4 block scheduling and blended learning. The constructivist theory, community of inquiry, and self-efficacy theory were used to understand the relationships explored in this study. Researchers obtained data from…
Descriptors: Teacher Attitudes, School Schedules, Scheduling, COVID-19
Jennifer Keigher; Raven Pharr – ProQuest LLC, 2022
The purpose of this mixed method research study was to determine the perception of Glenview Middle/High School teachers and leaders on 4x4 block scheduling and blended learning. The constructivist theory, community of inquiry, and self-efficacy theory were used to understand the relationships explored in this study. Researchers obtained data from…
Descriptors: Teacher Attitudes, School Schedules, Scheduling, COVID-19
Vogler, Kenneth E.; Schramm-Pate, Susan; Allan, Audrey – Journal of Social Studies Education Research, 2019
This study compared the academic performance of seventh-grade students on a state-mandated social studies accountability test by the instructional time configuration used and explored the relationship among the variables of gender, race and poverty on this performance. Results of 24,919 seventh-grade student social studies test scores from 117…
Descriptors: Social Studies, Middle School Students, Hispanic American Students, Block Scheduling
Kaveh, Yalda M.; Bernstein, Katie A.; Cervantes-Soon, Claudia; Rodriguez-Martinez, Sara; Mohamed, Saida – International Multilingual Research Journal, 2022
In spring 2019, without controversy or fanfare and without violating the voter mandate of Proposition 203, emergent bilinguals in Arizona were once again granted unrestricted access to dual language bilingual education after nearly 20 years. The policy change was accomplished through a seemingly small piece of legislation that reduced the daily…
Descriptors: Voting, Bilingualism, Access to Education, Bilingual Education