A descriptive analysis of the effects of a model of flexible scheduling on achievement in reading

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Fred Simpson Wood (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Sandra M. Powers

Abstract: It was the purpose of this study to investigate the effects of a model of flexible scheduling on achievement in reading for primary school children. It was hypothesized that the model of flexible scheduling would reduce the fragmentation of the primary school day and increase the time allocation to the language arts and reading instruction. It was also hypothesized that any increase in the time allocations to the subject area of reading would result in an increase in "academic learning time" (ALT) and more achievement in reading. The subjects were 70 students in the primary school using the model of flexible scheduling and 187 students in four comparison schools (primary level). Two of the comparison schools used some form of scheduling and two did not. The subjects were not randomly selected but were considered to be representative of all students in the school populations. The data were collected using a pretest/posttest pre-experimental design over a six-month period of time for the 70 subjects and by calculating gain scores (scale scores) in reading for the 187 students at the comparison school and 46 of the 70 subjects at the intervention school over a three-year period of time. Teachers at Brown Summit Primary School who worked with the implementation of the scheduling model responded to a questionnaire on the effects of the scheduling model on fragmentation and reading achievement. These data were analyzed using a t test and by summarizing the responses to the questionnaire.

Additional Information

Language: English
Date: 1983
Education, Primary
Schedules, School
Reading (Primary)

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