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Direct linkHuang, Rongjin; Kimmins, Dovie; Winters, Jeremy; Rushton, Gregory – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2020
To address obstacles of adopting lesson study at scale, this study investigated how a technology-assisted lesson study (TALS) approach could remove the obstacle of scheduling while retaining positive effects of traditional lesson study (LS). The TALS approach involves embedding lesson study within teachers' normal schedules, videotaping the…
Descriptors: Faculty Development, Communities of Practice, Technology Uses in Education, Scheduling
Smith, Nicole J.; Monnat, Shannon M.; Lounsbery, Monica A. F. – Journal of School Health, 2015
Background: The purpose of this study was to compare physical activity (PA) outcomes in a sample of high school (HS) physical education (PE) lessons from schools that adopted "traditional" versus "modified block" schedule formats. Methods: We used the System for Observing Fitness Instruction Time (SOFIT) to conduct observations…
Descriptors: Physical Activities, Physical Activity Level, Physical Education, High Schools
Peer reviewedKramer, Steven L. – NASSP Bulletin, 1997
Although research has confirmed block scheduling's nonacademic benefits, effects on academic achievement are mixed. Teachers do not always replace lecturing with more effective participatory teaching methods. To work best under an intensive or alternating block schedule, schools should adapt the math curriculum to reduce course redundancy and…
Descriptors: Academic Achievement, Algebra, Block Scheduling, Class Size
