Year

2002

Season

Fall

Paper Type

Doctoral Dissertation

College

College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

Department

Education

First Advisor

Dr. Joyce Jones

Second Advisor

Dr. Ken Wilburn

Third Advisor

Dr. David Fenner

Fourth Advisor

Dr. Eddie Collins

Fifth Advisor

Dr. Warren Hodge

Department Chair

Dr. John J. Venn

College Dean

Dr. Katherine L. Kasten

Abstract

The primary purpose of this study was to examine whether attendance, academic achievement, school climate, student stress, and teacher burnout improved in an inner city, predominantly African American high school after the implementation of a 4 x 4 block schedule. Data concerning student academic achievement and absenteeism in 14 classrooms were gathered from the school's Annual Scholastic Reports. Data concerning the instructional practices of eight teachers were gathered through the teacher version of the Instructional Practices Survey and compared to a student version of the Instructional Practices Survey to determine whether student perception of instructional practices coincided with the teachers' perceptions. Classroom climate was examined by administering the Classroom Environment Survey to seven teachers and 130 of their students. Student stress levels were examined from the results of the School Situation Survey returned by 106 students. The Maslach Burnout Inventory was used to gather data concerning the burnout levels of 13 teachers. This study found that increases in grade point average and decreases in absenteeism were not achieved after three years of block scheduling. Instructional practices of the teachers involved in this study did not change significantly. School climate, student stress levels, and teacher burnout were found to be in the average range.

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