The Effects of Full and Alternative Day Block Scheduling on Language Arts and Science Achievement in a Junior High School

Creator

Chance W. Lewis
R. Brian Cobb
Marc Winokur
Nancy Leech
Michael Viney

Files

Publisher

Arizona State University, University of South Florida

Publication Date

November 2003

Abstract

The effects of a full (4 X 4) block scheduling program and an alternate day (AB) block scheduling program in a junior high school were under investigation in this study through the use of an ex post facto, matched sampling design. Measures investigated were standardized achievement tests in science and language arts. ...

Extent

25

Volume

11

Issue

41

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Lewis, C. W., Cobb, R.B., Winokur, M., Leech, N., Viney, M. & White, W. (2003, November 11). The effects of full and alternative day block scheduling on language arts and science achievement in a junior high school. Education Policy Analysis Archives, 11(41). Retrieved [Date] from http://epaa.asu.edu/epaa/v11n41/.

Identifier

E11-00339

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Lewis, Chance W.; Cobb, R. Brian; Winokur, Marc; Leech, Nancy; and Viney, Michael, "The Effects of Full and Alternative Day Block Scheduling on Language Arts and Science Achievement in a Junior High School" (2003). Education Policy Analysis Archives (EPAA). 120.
https://digitalcommons.usf.edu/usf_EPAA/120