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Traditional and Block Scheduling for College Science Preparation: A Comparison of College Science Success of Students Who Report Different High School Scheduling Plans

Traditional and Block Scheduling for College Science Preparation: A Comparison of College Science... <p> This study compares frequencies of instructional practices across differing scheduling plans (Traditional and Block plans), and explores the association between high school scheduling plans and college science preparation, using introductory college science grades as the outcome measure. More than 7000 students enrolled in introductory college biology, chemistry, and physics were surveyed. No large difference was found when comparing the use of frequencies of instructional practices across scheduling plans. Regression models investigating associations between scheduling plans and college grades found significant, but small differences in predicted college grades for Traditional, 4:4, and Unique Block students; however, the analysis found two negative interactions on college grades linking alternate Block (AB) with HS science achievement and AB block with peer tutoring. Overall, the results indicate that Block scheduling plans do not appear to provide an advantage to students in terms of college preparation in science.</p> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Traditional and Block Scheduling for College Science Preparation: A Comparison of College Science Success of Students Who Report Different High School Scheduling Plans

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Publisher
University of North Carolina Press
Copyright
Copyright © 2006 The University of North Carolina Press.
ISSN
1534-5157

Abstract

<p> This study compares frequencies of instructional practices across differing scheduling plans (Traditional and Block plans), and explores the association between high school scheduling plans and college science preparation, using introductory college science grades as the outcome measure. More than 7000 students enrolled in introductory college biology, chemistry, and physics were surveyed. No large difference was found when comparing the use of frequencies of instructional practices across scheduling plans. Regression models investigating associations between scheduling plans and college grades found significant, but small differences in predicted college grades for Traditional, 4:4, and Unique Block students; however, the analysis found two negative interactions on college grades linking alternate Block (AB) with HS science achievement and AB block with peer tutoring. Overall, the results indicate that Block scheduling plans do not appear to provide an advantage to students in terms of college preparation in science.</p>

Journal

The High School JournalUniversity of North Carolina Press

Published: Apr 17, 2006

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