| INTRODUCTION |
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xi | |
| The Conventional Structures of High School |
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xi | (3) |
| Block Periods: Steps Toward a New Model of High School? |
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xiv | |
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1 STEPS TOWARD A NEW MODEL OF HIGH SCHOOL |
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1 | (8) |
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2 COLLABORATIVE ACTION RESEARCH |
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9 | (22) |
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What Is Collaborative Action Research? |
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9 | (1) |
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How Do You Conduct Collaboratives Action Research? |
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10 | (9) |
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Step 1: Define the Problem and Articulate the |
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11 | (2) |
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11 | (2) |
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Step 2: Develop the Research Instruments |
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13 | (2) |
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Step 3: Collect Data, Organize and Analyze Data, Articulate Findings, and Draw Conclusions |
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15 | (1) |
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Step 4: Create an Action Plan and Enact It |
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16 | (2) |
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Step 5: Reporting Results |
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18 | (1) |
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19 | (1) |
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What Do Teachers Say About Conducting Collaborative Action Research? |
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19 | (4) |
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Why Connect Action Research and Block-Period Structures? |
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23 | (1) |
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Some Action Research Questions and Answers |
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24 | (6) |
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How Does Action Research Differ From |
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24 | (1) |
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Conventional Academic Research? |
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24 | (1) |
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Can Teachers Really Do Research? |
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25 | (1) |
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How Do Teachers Find Time for Research? How Much Time Does an Action Research Study Require? |
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25 | (2) |
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How Do You Select the Right Topic or Issue to Explore Through Action Research? |
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27 | (1) |
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What's the Difference Between Quantitative and Qualitative Research? Which Should You Use, and When? |
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27 | (1) |
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What Do Validity and Reliability Mean? |
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27 | (1) |
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Why Do Inexperienced Action Researchers Make Errors? What Happens If You Make Errors? |
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28 | (1) |
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Is Action Research a Single Activity or a Cycle of Study and Innovation, Followed By More Study? |
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29 | (1) |
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The Studies in This Project Seemed to Focus on the Whole School. Should I Focus on the Whole School or on My Own Classroom? |
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29 | (1) |
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30 | (1) |
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3 SHOREWOOD HIGH SCHOOL: CHANGES IN TEACHING STRATEGIES AS A RESULT OF THE BLOCK PERIOD |
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31 | (32) |
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School Portrait and Introduction |
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31 | (5) |
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36 | (3) |
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39 | (5) |
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Rating Instructional Activities (Appendix 3.2) |
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39 | (1) |
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The Teaching Activity Log (Appendix 3.3) |
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40 | (1) |
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40 | (1) |
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A/B Days Compared With C Days |
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40 | (1) |
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41 | (1) |
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Interview Questions (Appendix 3.4) |
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41 | (2) |
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Student Survey Questions and Results (Appendices 3.5 and 3.6) |
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43 | (1) |
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Action Plan and Conclusion |
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44 | (2) |
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46 | (8) |
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46 | (3) |
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49 | (2) |
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The Real Value of Shorewood's Research |
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51 | (1) |
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52 | (2) |
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54 | (9) |
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4 GIG HARBOR HIGH SCHOOL: A STUDY OF STUDENTS' AND TEACHERS' PERCEPTIONS REGARDING EFFECTIVE LEARNING ACTIVITIES IN BLOCK PERIODS |
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63 | (26) |
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School Portrait and Introduction |
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63 | (2) |
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65 | (2) |
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67 | (4) |
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71 | (1) |
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72 | (6) |
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72 | (1) |
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73 | (1) |
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74 | (1) |
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75 | (1) |
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76 | (2) |
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78 | (11) |
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5 CEDARCREST HIGH SCHOOL: THE EFFECTIVENESS OF LEARNING ACTIVITIES AND THE USE OF TIME IN THE BLOCK PERIOD |
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89 | (28) |
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School Portrait and Introduction |
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89 | (3) |
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92 | (3) |
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95 | (11) |
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95 | (1) |
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Student Involvement and Enjoyment |
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96 | (2) |
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Effectiveness of Activities |
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98 | (2) |
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100 | (1) |
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101 | (2) |
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103 | (3) |
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Conclusion and Action Plan |
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106 | (1) |
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Implications for Further Research |
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107 | (2) |
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109 | (3) |
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112 | (5) |
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6 TAHOMA HIGH SCHOOL: CONNECTED LEARNING IN BLOCK PERIODS |
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117 | (20) |
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School Portrait and Introduction |
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117 | (3) |
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120 | (1) |
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121 | (7) |
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The Value of Connected Learning |
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121 | (2) |
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Connected Learning in Block Periods |
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123 | (1) |
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Integrated Curriculum and Connected Learning |
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123 | (2) |
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Strategies for Connected Learning |
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125 | (3) |
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Teacher Responses to Survey Regarding Strategies Used to Connect Learning |
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125 | (1) |
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Teacher Strategies Mentioned in Student Responses From Nonintegrated Classes |
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126 | (1) |
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Responses to Student Survey of Students in Integrated Program |
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127 | (1) |
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128 | (1) |
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129 | (3) |
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132 | (5) |
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7 DECATUR HIGH SCHOOL: THE USE OF GROUP WORK IN 100-MINUTE PERIODS |
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137 | (20) |
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School Portrait and Introduction |
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137 | (2) |
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139 | (1) |
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140 | (4) |
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140 | (2) |
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142 | (1) |
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Question 3: Why Do You Use Group Work in Block Periods? |
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142 | (1) |
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Question 4: At What Point in Your Lesson Do You Use Groups? |
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142 | (1) |
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Question 5: How Do You Evaluate Group Work? |
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142 | (1) |
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Question 6: Do You Have Training in How to Use Groups in Your Curriculum? |
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143 | (1) |
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143 | (1) |
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144 | (1) |
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145 | (5) |
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145 | (1) |
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146 | (1) |
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147 | (1) |
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Final Thoughts and Questions |
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147 | (3) |
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150 | (7) |
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8 LINDBERGH HIGH SCHOOL: TECHNOLOGY IN BLOCK PERIODS |
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157 | (22) |
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School Portrait and Introduction |
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157 | (2) |
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159 | (3) |
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162 | (2) |
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Selected Faculty Survey and Interview Results |
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163 | (1) |
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Selected Student Survey Results |
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164 | (1) |
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164 | (1) |
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165 | (5) |
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166 | (1) |
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167 | (1) |
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Critique of Analysis and Discussion |
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168 | (1) |
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168 | (2) |
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170 | (9) |
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9 WOODROW WILSON HIGH SCHOOL: HOW HAS THE BLOCK PERIOD IMPROVED THE QUALITY OF STUDENT LEARNING? |
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179 | |
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School Portrait and Introduction |
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179 | (2) |
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181 | (1) |
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182 | (6) |
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188 | (2) |
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190 | (6) |
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191 | (2) |
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193 | (3) |
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196 | |
