The Impact of Block Scheduling on Agricultural Education: A Nine Year Comparative Study

Autor/inn/en	Wilson, Elizabeth; Looney, Sarah; Stair, Kristin
Titel	The Impact of Block Scheduling on Agricultural Education: A Nine Year Comparative Study
Quelle	In: Journal of Career and Technical Education, 22 (2005) 1, S.43-54 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-4952
Schlagwörter	Block Scheduling; School Schedules; Secondary Schools; Agricultural Education; Teacher Attitudes; Career Education; Technical Education; Attitude Change; Qualitative Research; Content Analysis; Surveys; Statistical Analysis; Likert Scales; Teaching Methods; North Carolina + Suchen Sie Ihr Suchwort? Block teaching; Blockunterricht; Stundentafel; Schulzeiteinteilung; Sekundarschule; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lehrerverhalten; Arbeitslehre; Technikunterricht; Attitudinal change; Einstellungsänderung; Qualitative Forschung; Inhaltsanalyse; Survey; Umfrage; Befragung; Statistische Analyse; Likert-Skala; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In recent years, many states have implemented block scheduling in secondary schools. The purpose of this study was to examine the attitudes of agricultural educators in career and technical education at the beginning of the implementation of block scheduling and changes in their attitudes nine years later. Over the past nine years, teachers' concerns related to block scheduling have changed which is to be expected according to the Concerns-Based Adoption Model (CBAM). Teacher's attitudes regarding classroom instruction indicate student interest and discipline are challenges that have become more apparent to teachers who have been on block scheduling for some time. Agricultural educators do appear to have accepted and adapted FFA and SAE functions to block scheduling even though they do not feel these components have improved in general. Teachers have also adapted to the longer class periods by providing a variety of well planned activities to succeed on a block schedule. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01