Dissertations / Theses: 'Schedules (Schools)'

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Ruddy, John J. "Differences on selected school variables in high schools adopting alternative-time and traditional-time schedules /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137742.

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Alderman, Duane Thomas. "A Comparison Study of the Relationships of 4/4 Block Scheduled Schools and 7-Period Traditional Scheduled Schools on the Standards of Learning Tests for Virginia Public Secondary Schools." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26894.

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Learning in America has been restrained by time. Educators have developed a time-bound mentality and deceived themselves into believing that schools can educate all students at the same pace. Across the nation there is a growing trend toward restructuring as educators seek smaller class enrollment with more flexible use of time. Block scheduling utilizes classes organized into longer blocks of time and may be an element that meets these demands for restructuring. In Virginia, 4/4 block scheduling is the most popular (31.6%) arrangement of the school day. Advocates of 4/4 block scheduling are convinced this schedule meets students' needs. With the adoption of the new Standards of Learning Tests for Virginia Public Schools it is important for educators to determine which schedule will help students improve their test scores. There are no empirical studies on the effect of 4/4 block scheduling on these Standards of Learning Tests. This study will attempt to determine if there is a meaningful relationship between two types of schedules, the 4/4 block and 7-period traditional schedules, and student achievement on the Standards of Learning Tests for Virginia Public Schools.
Ed. D.

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Throneburg, Michael Wayne Riegle Rodney P. "Problems and successes of block scheduling implementation as perceived by high school principals in Illinois." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835917.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 6, 2006. Dissertation Committee: Rodney Riegle (chair), Paul Baker, Kenneth Strand, Michael Reisen. Includes bibliographical references (leaves 96-100) and abstract. Also available in print.

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Watkins, Thomas S. Hines Edward R. "A comparison of student achievement after the first two years of one rural high school's implementation of a modified 4 x 4 block schedule." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087878.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 19, 2005. Dissertation Committee: Edward R. Hines (chair), Darryl A. Pifer, Albert T. Azinger, Norman Durflinger. Includes bibliographical references (leaves 107-112) and abstract. Also available in print.

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Muggy, Timothy Luke. "The SMART scheduler: a revolutionary scheduling system for secondary schools." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/12058.

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Master of Science
Department of Industrial & Manufacturing Systems Engineering
Todd W. Easton
Westside High School (WHS) of Omaha, Nebraska utilizes a novel scheduling system called Modular scheduling. This system offers numerous advantages over the standard school day in terms of student learning and faculty development. Modular Scheduling allows teachers to design the structure of their own classes by adjusting the frequency, duration and location of each of their daily lessons. Additionally, teachers are able combine their classes with those of other teachers and team-teach. Modular scheduling also allows for open periods in both students’ and teachers’ schedules. During this time, students are able to complete school work or seek supplemental instruction with a teacher who is also free. Teachers are able to use their open mods to plan, meet in teams and help students who have fallen behind. Currently, a semester’s class schedules are constructed over the course of a seven week period by a full-time employee using a computer program developed in FORTRAN®. The process is extremely tedious and labor intensive which has led to considerable wasted time, cost and frustration. This thesis presents a novel scheduling program called the SMART Scheduler that is able to do in seconds what previously took weeks to accomplish. Once parameters have been input, The SMART Scheduler is able to create cohesive class schedules within a modular environment in less than 6 seconds. The research presented describes the steps that were taken in developing the SMART Scheduler as well as computational results of its implementation using actual data provided by WHS. The goal of this research is to enable WHS and other schools to efficiently and effectively utilize modular scheduling to positively affect student learning.

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Cole, Homer W. "A Comparison of Quantitative Skills in Texas Year-round Schools with Texas Traditional Calendar Schools." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2810/.

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This study analyzed the academic impact of year-round calendar schools as compared with the academic achievement of traditional calendar schools. The population studied was the 1998 public elementary schools in Texas. The academic impact was based upon the 1998 Texas Assessment of Academic Skills (TAAS) test administrated by the Texas Education Agency. The two groups of schools studied were Texas elementary schools that were on a year-round calendar schedule, and the Texas elementary schools on a traditional calendar schedule. Multiple regression statistics were used, in addition to means, and differences between the means of variables. Year-round schools (YRE), when compared to the means of traditional schools, have means lower in math scores (6.16 percent) than traditional schools. Year-round schools have fewer African Americans students (2.78%), White students (21.06%), and special education students (.25%). Year-round schools are higher in population size (72.72students), Economic Disadvantaged students (15.87%), Hispanic students (23.46%), and Mobility (3.23%).

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Akins, Jerry G. "High school block scheduling and selected student outcomes : a longitudinal approach /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974605.

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Finley, James R. (James Roderick). "Modified block scheduling : a case study /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999282.

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Arons-Polan, Bonnie. "An analysis of the impact of three high school schedules on student achievement in advanced placement biology classes." Thesis, Boston University, 2004. https://hdl.handle.net/2144/33401.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examined the effect of three schedule types on student achievement in Advanced Placement Biology classes. AP Biology test scores from students on three types of full-year schedules were analyzed to assess the impact schedule type had on student achievement. The three schedules included the block and traditional schedules, and the rotating/hybrid, a blend of the former two schedules. The results indicated the variable most closely associated with success on the AP Biology exam was the length of experience the teachers had teaching the course, regardless of schedule type. Although significant differences were seen in mean AP Biology test scores among the three schedule types, this could be explained by the relationship between instructors' experience and schedule type. Regression analysis determined the two strongest predictors of successful performance on the AP Biology exam were instructors' experience and perceived teaching style, regardless of schedule type. It appears that the economically developed suburbs, had teachers with the largest amount of experience teaching AP Biology, and these teachers reported using a direct approach to teaching, using lecture greater than 50% of the time. The results of this study also suggest when restructuring to improve student achievement, educators should examine other variables in addition to the high school schedule. Restructuring the day to allow for longer classes must be accompanied by professional staff development to allow teachers to develop new teaching methods. Most of the teachers in the suNey reported using lecture a great deal of the time, regardless of schedule type. Comments from the teachers from the various schedules revealed that the ability to add student centered, inquiry based activities and labs were dependent on adequate class time. No information on whether or not the teachers were given professional development to expand their repertoire of teaching methods when the school adopted a block or rotating hybrid schedule was obtained. Limitations to this study include the fact that there was no independent verification of teaching style as reported by the teachers in this study. This study involved only Advanced Placement Biology classes, so no generalizations can be made to other science classes.
2031-01-01

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Jones, McCurdy. "The role of time in learning." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Jones_M%20MITthesis%202007.pdf.

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Kelchner, Thomas Richard. "A Study Of The Effects Of High School Scheduling Systems On Achievement Rates, Attendance Rates, And Dropout Rates." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4202/.

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This study attempted to determine if the type of class schedule (traditional, A/B block, or accelerated block) used in Texas public high schools significantly affects students' achievement results, attendance rates and dropout rates. One thousand four hundred ninety (1490) Texas high school principals were surveyed to determine the type of schedule currently in use on each campus, the type of schedule previously used on each campus, the length of time the current schedule has been in place on each campus, and the length of time that the previous schedule was used on each campus. This study is particularly significant in that this research provides information to assist principals in determining if block scheduling is instrumental in improving achievement in reading and mathematics, in improving attendance and in lowering dropout rates. The results of the study indicated that the use of a particular type of schedule: traditional, A/B block, or accelerated block is not directly correlated to improved achievement, attendance, or dropout rates. An expectation that the implementation of a traditional, A/B block, or accelerated block schedule will be the sole factor to cause improved student achievement, improved attendance rates or improved dropout rates is inappropriate. Ultimately, campus and districts officials must assure that effective teaching practices are occurring on each campus, regardless of the schedule type. Currently, a projected (Texas) state education funding shortfall is causing school district administrators to review cost-saving options for the 2003 - 2004 fiscal year. There is discussion in many districts regarding the fact that traditional scheduling is more economical than A/B block or accelerated block scheduling. The results of this study indicate that the decision to move campuses from A/B block or accelerated block to traditional scheduling might be made as a cost-saving move without negatively impacting student achievement, attendance rates or dropout rates.

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Williams, Elna B. Padavil George. "An examination of the perceived staff development needs of teachers in a midwestern urban high school implementing a four block schedule." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927779.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 21, 2006. Dissertation Committee: George A. Padavil (chair), Deloris Henry, Rodney Riegle, David Tucker. Includes bibliographical references (leaves 112-117) and abstract. Also available in print.

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Anderson, Nathaniel James McNeal Larry. "The four block scheduling model as a change mechanism a study of three selected high schools /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914564.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 7, 2006. Dissertation Committee: Larry McNeal (chair), Kenneth Strand, Rodney Riegle, Joe Parks, Walter H. Warfield. Includes bibliographical references (leaves 98-103) and abstract. Also available in print.

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Bishop, Jerry C. "An evaluation of the seven-period day as implemented at Abingdon High School 1985-86." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49984.

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The purpose of this study was to evaluate the effectiveness of the seven-period day schedule implemented at Abingdon High School and to judge the feasibility of implementing a comparable schedule in all Washington County high schools on a permanent basis. In order to facilitate the evaluation, several areas of inquiry were identified. Questions of interest included: Did the students take advantage of the additional opportunities to take courses? If so, what courses were selected? Did an extended day create problems for students and/or faculty? If so, what kind of problems/concerns were encountered? Was students' performance affected? Did students' behavior change? Did the lengthened school day increase stress or otherwise affect teachers' performance? What about cost? Finally, administrators in the region were asked to comment on the possible impact (advantages and disadvantages) of a seven-period schedule as an addendum to the data collected at the school. Data pertinent to the evaluation of the seven-period day were obtained from various offices at Abingdon High School and the Washington County School Board. Data regarding perceptions of faculty and students were obtained from two 13-question surveys, one given to 76 faculty members with 58 responses and the other given to all students with 977 responses. There were subjective qualities involved in the study such as newness of the seven-period day or change itself. These qualities cannot be measured quantitatively and may have affected the results of the study. Aside from these considerations, no evidence was revealed by the research that would indicate the seven-period day was less effective than the six-period day. The results of the study indicate that students would take additional courses if given the opportunity with no apparent negative effects. The cost of the seven-period day was less on a per course basis than for the six-period day.
Ed. D.
incomplete_metadata

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Medd, Gordon Thomas. "From traditional to year-round education: Making the transition at the K-5 level: Dry Creek Joint Elementary School District's approach (Heritage Oak Elementary School)." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/634.

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Tran, Oanh Thi Kim. "Promoting social and emotional learning in schools : an investigation of massed versus distributed practice schedules and social validity of the Strong Kids curriculum in late elementary aged students /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348951&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 164-171). Also available for download via the World Wide Web; free to University of Oregon users.

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Mallory, Kelli D. "Examining the effects of scheduled course time on mathematics achievement in high school students." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3644/.

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This study was designed to determine the effects of two different schedule types on mathematics achievement in public high school students. The instruments used included the Texas Assessment of Knowledge and Skills, given annually to all students in grades 3 through 11, the Texas Algebra I end-of-course examination, given as a district option to Algebra I students, and student final course grades as determined by classroom teachers. The study compared students' performance in these three areas during the 2004-2005 academic year in one suburban school district in North Texas. The study considers the type of schedule, either traditional or 8-block, between students in teachers' classes who teach the same course on both schedules concurrently. This study also investigates a qualitative aspect by including a short opinion survey of teachers' perceptions regarding student academic performance, teacher satisfaction and retention, and the ability to accomplish curricular goals. Findings from this research suggest course schedule does not have significant effects on student academic performance as measured using analyses of covariance comparisons with a 0.05 alpha-level, leading to the conclusion that a particular course schedule does not adversely impact student performance on academic measures. However, in some comparisons conducted within the course of the research, statistically significant results emerged. Qualitative data generated from a survey of teacher perceptions regarding the benefits of the two scheduling types, traditional 50-minute verses alternating day 8-block, suggested teachers preferred a traditional schedule over that of a block schedule design. Most teachers who responded to the survey instrument expressed the perception that traditional daily meeting classes allowed their students to be more successful. Additional research into the effects of scheduling types on students academic performance are suggested and would include examining larger population samples, a narrower study of specific courses within the field of mathematics, or an expansion of the content areas explored to fields such as science, languages, or non-academic core subjects, including the fine arts.

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Schott, Patrick W. "From Block to Traditional Schedule: The Impact on Academic Achievement, Attendance Rates, and Dropout Rates." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9128/.

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The purpose of this study was to examine the impact of school schedule on student achievement and attendance of ninth and tenth grade students in metropolitan area Texas high schools (n = 22) and campus dropout rates. High schools that were analyzed in this study made a transition from A/B block scheduling in the 2003-04 school year to a traditional school schedule in the 2004-05 school year. Academic achievement, attendance rates and dropout rates were gathered through the archived files of the Texas Agency through the Academic Indicator of Excellence System (AEIS). Academic achievement was measured by the Texas Assessment of Knowledge and Skills (TAKS) Reading/Language Arts and Mathematics standardized tests. This study compared the mean scores of ninth grader student achievement, attendance, and dropout rates from the 2003-04 school year to the mean scores of the tenth graders from the same schools from the 2004-05 school year, after the schools converted from an A/B block schedule to a traditional class schedule. Each independent variable was divided into four subgroups; campus mean results, minority student results, limited English proficient (LEP) student results, and low-socioeconomic student results. Students under the A/B block scored significantly higher in reading achievement than when they were instructed the following year under a traditional schedule. Paired sample t-tests were conducted to analyze the data for each subgroup, and showed there was a statistically significance in reading / language arts student achievement scores for all subgroups. Statistical significance was determined with a ninety five percent confidence level (p < 0.05). Statistical analysis revealed varied results in mean scores for math academic achievement and attendance rates, but no statistical significant difference. Comparison of data showed a slight increase in mean scores for dropout rates in traditional schedule, however the results were not significant.

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Arnold, Douglas E. II. "Comparison of Achievement in 7A/B Block Scheduled Schools and 7-Period Traditional Scheduled Schools in Virginia." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30428.

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The American high school schedule of single-period classes has remained mostly unchanged for over one hundred years. In response to societal changes and reform movements, the secondary school schedule is receiving renewed attention. Block scheduling, the use of extended periods of time for learning, is one response to school restructuring in Virginia and throughout the nation. In Virginia, the 7A/B block schedule is used by 23.3% of the high schools. Although advocates have convinced school boards to adopt this schedule, there is little hard data available to assess its efficacy. In this study the relationship between two types of schedules(7A/B block and 7-period traditional) and student achievement at the eleventh grade was examined. No differences were found between the two schedules for achievement as measured by the subscales of the eleventh grade Tests of Achievement and Proficiency.
Ed. D.

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Davidson, U. S. Baker Paul J. Lomeli Ramona A. "Exemplary teaching practices in high schools utilizing the block schedule." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006617.

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Thesis (Ed. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 25, 2006. Dissertation Committee: Paul Baker, Ramona Lomeli (co-chairs), Dianne Ashby, Al Azinger. Includes bibliographical references (leaves 154-159) and abstract. Also available in print.

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Bondalapati, Kavitha. "Class scheduler." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1020142.

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The purpose of this thesis is to study the development process and final applications of class scheduling systems. This study helped in listing the additional features required to build a better system for class scheduling. Thus a system, Class Scheduler, is developed using Visual Basic as a front-end application which meets the class scheduling requirements including the functions of querying, generating reports and checking for constraints. Versions of class scheduling had been developed using Visual C++ in 1995 and using COBOL in 1983. A comparison of the development process and the resultant systems is made in this thesis.
Department of Computer Science

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Mahaney, Michael C. "A student scheduling system for a microcomputer /." Online version of thesis, 1985. http://hdl.handle.net/1850/9170.

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Morgan, Scott Edwin. "The impact of master scheduling models on student performance as identified by the Academic Excellence Indicator System (AEIS) database in the high schools of the San Antonio Independent School District, San Antonio, Texas." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2564.

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This study determined the impact of master scheduling models on student performance as reported by the AEIS database in the high schools of the SAISD. General student performance and the Texas Assessment of Knowledge and Skills were the primary measures for comparison. The SAISD made a transition from an A-B block schedule in 2002 to a traditional-seven period model in 2003. Conclusions have been made as to the degree of influence that traditional and block schedules have on student performance. The population of this study was the eight high schools of the SAISD. All students enrolled on these campuses were included in the data analysis. The population was 14,418 students during the 2002-2003 school year and 13,689 in 2003-2004. Descriptive statistics and analysis of variance (ANOVA) were the measures utilized for the purposes of population comparisons and data review. Based on the findings of this study, the recommendations for practice indicate the following: 1. Attendance ratings did not return statistical significance on a traditional schedule. 2. Advanced Course participation and AP/IB testing results returned statistical significance on a traditional schedule. 3. SAT and ACT did not return statistical significance on a traditional schedule. 4. TAKS Campus Performance did not return statistical significance on a traditional schedule. 5. TAKS Reading/ELA, Mathematics, Science and Social Studies scores returned statistical significance on a traditional schedule. 6. African American, Hispanic and Special Education Performance returned statistical significance in TAKS Science and TAKS Social Studies on a traditional schedule. 7. White Performance returned statistical significance in TAKS Science on a traditional schedule. 8. Economically Disadvantaged Performance returned statistical significance in each area of the TAKS assessment on a traditional schedule. 9. Limited English Proficient Performance returned statistical significance in TAKS Math on a traditional schedule.

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Kilpatrick, Roger L. Strand Kenneth H. "Determining the costs of school year extensions." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914571.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 11, 2006. Dissertation Committee: Kenneth H. Strand (chair), George Padavil, Paul J. Baker, Rodney P. Riegle, Larry McNeal. Includes bibliographical references (leaves 163-172) and abstract. Also available in print.

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Lohatepanont, Manoj 1974. "Incremental airline schedule design." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/28210.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering; and, (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center, February 1999.
Includes bibliographical references (p. 83-86).
We consider the problem of integrating flight schedule design and fleet assignment decisions at airlines. The flight schedule design problem involves selecting and scheduling the set of flight legs that an airline will include in its service network. Fleet assignment involves assigning a particular aircraft type to each flight leg in the schedule. Due to the particularly challenging nature of schedule design problems, we limit our focus to that of incremental schedule design. Incremental schedule design involves the modification of a given flight schedule to produce an improved schedule by adding, deleting, and rescheduling flight legs. We present models and algorithms to achieve incremental schedule design and unlike previous schedule design efforts, we explicitly model flight demand and supply interactions. We present two case studies, using our models and algorithms. The first case study allows flight additions and deletions, while the second allows flights to be rescheduled. Future case studies well integrate these flight modification options. In our first case study, high-yield flights are maintained in the schedule and low-yield flights are dropped. Although the resulting schedule incurs higher spill costs, the savings from flight operating costs are sufficiently large to offset these higher spill costs, resulting in a more profitable schedule. The second case study, allowing flights to be rescheduled, considers several network sizes including the domestic network of a large U.S. airline. We consider Free Flight, a system allowing reduced flying times due to improved utilization of the national airspace. We find that reductions in flying times of about 10% can lead to dramatic cost savings for the airline, including reductions in the number of aircraft needed to fly the flight schedule.
by Manoj Lohatepanont.
S.M.

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Lechmaier, Catherine A. "Optimal utilization of classroom space and course offerings at Milwaukee Area Technical College South Campus." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000lechmaierc.pdf.

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Keller, Brenda J. (Brenda Jo) 1942. "Effect of Three Different Types of High School Class Schedules (Traditional, Rotating Block, and Accelerated Block) on High School Biology Achievement and on Differences in Science Learning Environments." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278645/.

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This study analyzes the effect of three different high school scheduling options on the delivery of biology instruction, on student achievement, and on student perceptions of their instructional activities. Participants were biology students and teachers from twelve high schools in a north Texas urban school district of 76,000. Block classes had 11 to 18 percent less instructional time than traditional classes. Texas Biology I End-of-Course Examination achievement results for 3,195 students along with student and teacher surveys provided information on instructional activities, attitudes, and individualization. Using an analysis of variance at a j i< .01 the following results were found; student achievement was significantly different for each of the scheduled comparisons groups, test score means were not statistically significant between the scheduled comparison groups for different ethnic groups, economically disadvantaged students, and magnet students. No significant differences were found between the science learning activity index for each of the scheduled groups. Student response data when disaggregrated and reaggregrated into program groups found a statistically significant higher index of science activity at a p. < .01 for magnet students when compared to both the regular and honor students. Regular program students had a significantly higher index of individualization than honors program students. Accelerated and rotating block classes were found to hold a significantly more positive attitude about their science learning conditions than did the traditional students. These data suggest that during the first two years of block scheduling, the initial impact of block scheduling, where total time for science is reduced, results in lower student achievement scores when compared to traditionally scheduled classes. Yet, block scheduled student attitudes and perceptions about science learning are significantly more positive than the traditionally scheduled students.

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Keenan, Charles T. "Differences in groupings of students' academic achievement, attendance and attitude as they move from a traditional to a modified 4 x 4 block schedule." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1657.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains xiii, 135 p. Includes abstract. Includes bibliographical references (p. 109-118).

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Steffey, Brianna R., Abigail D. Daugherty, Brandi M. Ph D. Eveland-Sayers, Alyson Chroust, Kara L. Boynewicz, and Andrew R. Dotterweich. "ATTITUDES TOWARDS PHYSICAL ACTIVITY PARTICIPATION AND SCHOOL ENGAGEMENT IN ELEMENTARY SCHOOL CHILDREN." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/167.

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Numerous benefits are associated with physical activity participation with recent evidence indicating this may transfer into the classroom environment. Purpose: The purpose of this study was to investigate the relationship between attitudes towards active or passive physical activity participation and classroom engagement in elementary school children. Methods: Students (n = 67) in grades 3-5 completed The Children’s Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) and The Elementary Student Engagement Instrument (SEI). Results: A statistically significant positive correlation (r = .31, P < .05) was found between the CSAPPA and SEI indicating that students who prefer active participation in physical activity also report higher levels of engagement within the school environment. No statistical difference was noted between males and females or across grade levels. Conclusion: The results of this research support the benefits of physical activity participation within the school environment. The lack of statistical difference with regard to sex is also noteworthy in that research connecting physical activity and classroom engagement frequently indicates differences between males and females. This is possibly attributed to the inclusive culture established by the school which promotes and supports opportunities for all students. These findings are particularly relevant in light of current trends to reduce time spent in physical education, free play, and other physical activity opportunities within the school day.

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Wiggins, Madison G. "Bereavement Support for Children in Schools." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/17.

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Children’s experience with death is a normative experience occurring around 8 years of age for most (Knight, Elfenbein, & Capozzi, 2000). Though this is an expected part of childhood, the need for and effectiveness of bereavement support for children is outlined in the literature as these experiences can put children at risk for emotional and behavioral difficulties (Samide & Stockton, 2002; Siddaway, Wood, Schulz, and Trickey, 2015). The current presentation outlines the exploratory implementation of grief support groups in a middle and elementary school for children dealing with the death of a loved one to support them in their grief. These 5 weekly sessions were designed and executed using evidence-based and peer-reviewed literature, which will be further discussed in this presentation, along with the theoretical perspective through which this project was approached. Finally, the tool developed to evaluate the outcomes of these sessions will be shared in conjunction with the end results.

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Wilson, Linda J. "The effects of parallel block scheduling versus surface scheduling on reading and mathematics achievement and on students' attitudes toward school and learning." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897467.

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One purpose of this study was to identify the relationship, if any, that existed between method of scheduling and achievement in reading and mathematics. A second purpose of this study was to identify the relationship, if any, that existed between method of scheduling and student attitudes toward school and learning. A third purpose of the study was to identify what teachers using parallel block scheduling perceived as positive and negative aspects of parallel block scheduling.Data from ISTEP (Indiana Statewide Testing for Educational Progress) scores, student questionnaires, and teacher interviews were used to compare the parallel block scheduled school and the surface scheduled school. ISTEP scores were compared using One Way Analyses of Variance to check equivalency of the two schools at the beginning and at the end of the study and Repeated Measures Analyses of Variance to test the hypotheses. Student questionnairesmeasuring student attitudes toward school and learning were compared for the two schools using Repeated Measures Analyses of Variance. Teachers at the parallel block scheduled school were interviewed to analyze their perceptions of parallel block scheduling.Statistically significant differences were found in mathematics achievement in favor of the parallel block scheduled school. No statistically significant differences were found in reading achievement between the parallel block scheduled school and the surface scheduled school. Statistically significant differences in students' attitudes toward school and learning between the two types of scheduling were found in three out of the four categories. Differences were found in students' beliefs about how well they were learning, students' attitudes toward themselves as learners, and students' beliefs about how others see them as learners in favor of the parallel block scheduled school. No difference was found in students' attitudes toward school. Responses from interviews of teachers using parallel block scheduling indicated that the teachers felt parallel block scheduling had benefitted students in terms of achievement, attitudes toward school and learning, and in their effectiveness as teachers.
Department of Educational Leadership

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Mallory, Kelli D. Harrell Pamela Esprivalo. "Examining the effects of scheduled course time on mathematics achievement in high school students." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3644.

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Hirschman, Edward. "Optimal class scheduling subject to professors' preferences." Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/44649.

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This new form of multiattribute utility optimization is based on ordinal as opposed to cardinal utility and is defined from a corresponding integer programming model in operations research which (1) is solved for ordinal cost factors and (2) serves as the problem's theoretical starting point.

It is suggested herein that one start with a mathematical formulation that if solved in an acceptable or -- preferably -- best manner would yield a satisfactory or possibly best solution to the problem. Then, that mathematical formulation and its solution technique defines the multiattribute utility problem and its solution at issue. This is the reverse of what is usually done; and as will be shown, doing this can be quite fruitful.

The illustrative example concerns a mathematical 1 formulation based on operation research's assignment problem. As will be argued, the cost factors must be ordinal, which essentially corresponds to using ordinal utility; hence the technique will be framed in the realm of ordinal utility.

The technique for solving the illustrative example's mathematical formulation is to achieve a premium mix of operations research solution properties. From this perspective, some sticky issues in multiattribute utility theory when the attributes involve the preferences of distinct persons are not included in the philosophical base for the multiattribute utility problem and its solution thusly defined.
Master of Arts

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López, de Haro Santiago. "Level schedule implementation in unstable manufacturing environments." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44453.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science; and, (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; in conjunction with the Leaders for Manufacturing Program at MIT, 2008.
Includes bibliographical references (p. 63-64).
American Axle & Manufacturing Inc. (AAM), headquartered in Detroit (MI) is one of the major Tier 1 suppliers in the automotive industry. The main challenge in AAM plant 2 is production rate unstability due to downtime, quality, changeover and absenteeism issues. The company is currently making a major effort to reduce this unstability. This thesis describes some of the systems which have been implemented in order to improve the inventory management policy in this factory. The document is structured around three main topics: research on the operations and materials management policy in Plant 2, design of new lean management systems ( level scheduling and visual management) and design of new Operations Research-based production planning tools to coordinate multiple mixed model production lines in an unstable manufacturing environment. Special emphasis is placed on the role of execution for true improvement and the challenges faced by the implementation team in this initiative.
by Santiago López de Haro.
M.B.A.
S.M.

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Gordon, William Daniel. "High school block scheduling and select student variables /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841199.

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Pettersson, James T. "The influence of class schedule format on student achievement for students of English as a second language at Utah Valley State College." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1296084751&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Aker, Beth M. "A comprehensive study regarding school day inconsistencies and their effects on students with emotional and behavioral disorders and learning disabilities." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008akerb.pdf.

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Williams, Scott Allyn. "Stages of Concern of Teachers in North Carolina 4/4 Block Scheduled Public Schools." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29967.

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As 4/4 block scheduling was implemented in North Carolina, many public schools offered staff development to help teachers make the transition from a six- or seven- period school schedule, but little is known about the staff development provided. The purposes of this study were to determine the Stages of Concern of North Carolina public school teachers related to 4/4 block scheduling, their perceived professional development needs, and the relationships among their Stages of Concern, professional development needs, and selected characteristics. By calling each school district's central office, the researcher determined that 248 North Carolina high schools had implemented 4/4 block scheduling as of fall 1998. A list was developed of 73 schools that implemented block scheduling in the fall of 1996, 1997, and 1998. From this list, five schools were randomly selected for each of the three years, resulting in a sample of 15 schools. At each school, five teachers were selected from each of three teaching areas: academic, workforce development, and special subjects. Thus, of the1086 teachers employed at the 15 participating schools, 225 teachers were included in the sample. The questionnaire for this study contained three parts: (a) the Hall and Loucks (1979) Stages of Concern questionnaire, (b) a professional development needs section, and (c) a teacher characteristics section. Results of the study indicated that the teachers were concerned about the success of students in the classroom and the impact of 4/4 block scheduling on their students. Consequence was the peak Stage of Concern for the largest percentage of responders, and collaboration was the peak for the second-largest percentage. Teachers with less experience had higher informational concerns than their peers with more teaching experience. On four of the nine professional development needs, more recent adopters of 4/4 block scheduling indicated significantly less need for professional development than those whose schools adopted this schedule in previous years. Thus, as teachers became more experienced with 4/4 block scheduling, they may have had problems that were unforeseen when this schedule was initially adopted. Implications for practice and further research based on the results of the study were suggested.
Ph. D.

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McCumber, Patricia Morrison. "A Comparative Analysis of Traditional Versus Block and Accelerated Block Scheduled High Schools Over an Eight-Year Period in a Large Urban School District." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2883/.

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This study compared traditional, A/B and accelerated block scheduling and its effects on student achievement and attendance by comparing the differences in student outcomes observed before and after the adoption of block/accelerated block schedules. The independent variable was the use of time in a block-scheduling model. The dependent variables were student outcomes measured by nine indicators based on the Academic Excellence Indicator System in Texas: student attendance, graduation rate, dropout rate, percentage of students taking advanced courses, percentage of students passing all Exit-level Texas Assessment of Academic Skills tests, percentage of students taking College Admissions Tests, mean SAT total score of those students who took the SAT, mean ACT total score of those students who took the ACT, and percentage of students who are at or above criterion on the SAT or ACT of those students taking the SAT or ACT. Data from archival files from the Texas Education Agency's Academic Excellence Indicator System for each respective year of the eight-year longitudinal study was collected. Scheduling models (traditional, alternating block and accelerated block) were investigated. The sample was drawn from the student population of a large urban school district in north central Texas, a district serving approximately 77,000 students. The district has twelve regular high schools serving students in grades nine through twelve. All twelve regular high schools were included in this study. The indicators were analyzed using SPSS multivariate and univariate analysis to compare the means, regression line slopes, and regression line intercepts for each type of schedule: traditional only, traditional prior to A/B block change, traditional prior to accelerated block change, A/B block, and accelerated block. The regression line, slopes, and intercepts were based on separate regression analysis where a school year was used to predict the AEIS indicators for each type of schedule. With the exception of graduation rate, significant difference was found for all dependent variables.

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Leahy, Christina Lugg Elizabeth T. "Selection, implementation, and evaluation of four block scheduling." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064496.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 21, 2006. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Barbara Heyl, George A. Padavil. Includes bibliographical references (leaves 124-128) and abstract. Also available in print.

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Wanat, Robert. "An analysis of the effectiveness of block scheduling at Adams-Friendship High School." Menomonie, WI : University of Wisconsin--Stout, 2008. http://www.uwstout.edu/lib/thesis/2008/2008wanatr.pdf.

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Schott, Patrick W. Huffman Jane Bumpers. "From block to traditional schedule the impact on academic achievement, attendance rates, and dropout rates /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9128.

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Chapman, Dona Elizabeth. "A decision support system for the faculty/course assignment problem." Thesis, This resource online, 1985. http://scholar.lib.vt.edu/theses/available/etd-10022008-063148/.

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Chan, Adam Y., Elizabeth Farabee, Grace Wholley, Peter Blosser, Jordan L. Herring, and Richard L. Wallace. "Medical Student Burnout in a Small-Sized Medical School." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/72.

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Introduction: Burnout is an occupational condition characterized by emotional exhaustion, depersonalization, and a low sense of personal accomplishment. While medical students begin schooling with mental health profiles similar to or better than peers who pursue other careers, there is a downward trajectory throughout school suggesting this phenomenon often originates in medical school. For physicians and residents, burnout has been linked to poor outcomes such as patient safety, might contribute to suicidal ideation and substance abuse, and may undermine professional development. Furthermore, there is a lack of surveillance of the prevalence of medical student burnout in a small-sized school setting. Methods: The Maslach Burnout Inventory (MBI), a 22-question survey, is largely accepted as the gold standard for assessment; however, we utilized the 7-question, Well-Being Index (WBI), which has been shown equal efficacy as the full MBI. Eligible participants were currently enrolled in their respective class at the East Tennessee State University Quillen College of Medicine. Each year, a participant was given a WBI survey during the winter season (overall response rate 83%, n = 239). Results: Overall the self-reported burnout rate over the two-year study period was 65.2% and was significantly higher in those reporting as female (71%). There was also variation tracking the class from one year to the next. The second year at this institution showed the highest reported amount of burnout (75%, n=145) while the lowest amount of burnout reported was during the fourth year at 47%. Conclusions: Burnout experienced at this institution was reportedly higher than national average. There are limitations to this study as the periods in which medical students were asked to answer the survey were consistently at the same time in the calendar year, but the host institution’s curriculum had been changed so that it might not match up accordingly. Furthermore, class sizes changed from year to year and might skew the data. This information suggests that burnout prevalence is higher at Quillen College of Medicine and intervention strategies to address burnout should be pursued.

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Greenwood, David R. (David Richard) 1970. "Sources and propagation of schedule volatility in an MRP system." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/88957.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; and, (S.M.)--Massachusetts Institute of Technology, Sloan School of Management; in conjunction with the Leaders for Manufacturing Program at MIT, 2001.
Includes bibliographical references (p. 71).
by David R. Greenwood.
S.M.

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McIntire, Seth (Seth Cullen). "Modeling drug substance purification manufacturing through schedule optimization and simulation." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111489.

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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, in conjunction with the Leaders for Global Operations Program at MIT, 2017.
Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, in conjunction with the Leaders for Global Operations Program at MIT, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 35-36).
This thesis develops a method by which overtime could be reduced in a highly variable drug substance purification manufacturing environment. Purification production overtime (20%) is a big cost driver at Building XX1 (BXX). Current production planning and labor resource evaluation methods at BXX Purification are manual, do not capture schedule delays, and do not adequately account for labor availability. Because of this, BXX is unable to accurately evaluate to what extent labor resource contributes to bottlenecking or how to improve overtime. A tool is devised in the Virtually Exhaustive Combinatorial System (VirtECS®) Scheduler software whereby purification production schedules are modeled and optimized. The model simulates production delays and the flow of production. Results lead to a more accurate understanding of how labor resource constrains the lot cycle time and where improvements in shift structure could be made to improve lot cycle time and variability of lot cycle time. The purification production schedules of two monoclonal antibodies (mAb) were modeled with the use of VirtECS® Scheduler. These two drug substances are selected to reflect the majority of BXX's mAb pipeline. The plant, BXX, produces a high mix of clinical and commercial launch drug substances, and is subject to a number of stochastic scheduling delays. Excel® is used to generate random sets of process times to simulate delays. These process times are fed into VirtECS®, a production schedule optimization tool, which then produces a simulated set of production schedules. Scheduling decisions of shift labor allocation and when manufacturing should start production during the week are simulated using the model. Results from this evaluation illustrate opportunities for BXX to improve overtime. Lot cycle time is found to be reduced by up to 5.9% based on model results by moving the start of production towards the end of the week and allocating more resources to the third shift from second shift. Additionally, cycle time variability, could be reduced by up to 22%. The model makes a number of assumptions which simplify purification operations whose effect should be further investigated. Future improvements for VirtECS® are proposed to better model BXX processes.
by Seth McIntire.
M.B.A.
S.M.

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Cowlbeck, Brenda Fariss. "The problems related to implementing 4 x 4 block scheduling in Virginia secondary schools : a descriptive case study of two schools /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-151554/.

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Gordy, Alyx, Hettie Warlick, Madison G. Wiggins, and Kasey Lawton. "Experiencing Death and Loss Through School Shootings." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/3.

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The purpose of this work was to investigate experiencing death and loss through school shootings from a developmental time period and theory-based perspective. This topic was chosen based on recent media coverage and controversy surrounding school shootings. This research looks at school shootings from the perspective of the Structural Functionalism Theory and applies the theory to recent situations of school shootings around the United States. From this theory, the developmental timing of loss following a school shooting was taken into account by observing the stages of development in which loss may have occurred and how each child may react to a school shooting based on their development. This research concluded that school shootings can extremely disruptive to the structure and the functioning of individuals in many roles within the school and community.

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Shen, Yan 1954. "ADVICE: AN EXPERT SYSTEM TO HELP EVALUATE GRADUATE STUDY PLANS OF SYSTEMS & INDUSTRIAL ENGINEERING STUDENTS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291320.

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Stanfield, Dorothy J. Baker Paul J. "The restructuring of an accelerated school through flexible and extended use of time." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960426.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 31, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, George Padavil, William Rau. Includes bibliographical references (leaves 189-197) and abstract. Also available in print.

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Dissertations / Theses on the topic 'Schedules (Schools)'

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