| Meet the Author |
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v | |
| Acknowledgments |
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vi | |
| Introduction: Student Engagement in the Block Period |
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ix | |
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Student-Developed Assessment and Student Self-Assessment in Block Periods |
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1 | (30) |
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27 | (1) |
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28 | (1) |
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29 | (2) |
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Project Assessments in Block Periods |
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31 | (22) |
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Student Survey: Traditional Exam |
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47 | (2) |
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Student Survey: Project Assessment |
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49 | (2) |
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Student Interview Questions |
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51 | (2) |
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Student Initiative and Responsibility in Using Project Times in Block Periods |
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53 | (20) |
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Week Four Survey: Survey for Lovre's Classes |
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71 | (2) |
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Students as Teachers: A Study in Effectiveness |
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73 | (36) |
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Student-developed Rubric for Assessing Teaching |
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106 | (1) |
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107 | (2) |
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Personal Fitness Goal-Setting and Students' Participation in a Personal Fitness Class |
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109 | (22) |
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129 | (2) |
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The Depth vs. Coverage Tradeoff: Project Assessment in U.S. History Block Periods |
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131 | (28) |
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149 | (2) |
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Student Journal Questions |
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151 | (4) |
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Student Focus Group Questions |
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155 | (1) |
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Teacher Focus Group Questions |
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156 | (1) |
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157 | (1) |
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158 | (1) |
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Instructional Strategies in the Block-Period English Classroom: The Role of Student Independence |
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159 | (26) |
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English 9, Shorewood High School: Course Description and Expectations |
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176 | (4) |
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Romeo and Juliet Theme Paper |
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180 | (1) |
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Romeo and Juliet Essay Lecture Evaluation |
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181 | (1) |
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Ranking Teaching Strategies Student Rating Results |
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181 | (1) |
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Peer Commenting Directions |
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182 | (1) |
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Romeo and Juliet Writing Workshop Evaluation |
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183 | (1) |
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Romeo and Juliet Thematic Essay Evaluation |
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184 | (1) |
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Promoting Student Engagement Lessons From the Studies |
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185 | |
