Abstract
The purpose of this study was to examine relationships among teacher perception of the value of teacher inservice in preparation for a block schedule, teacher satisfaction with the opportunity to implement effective teaching practices, and student achievement. Volunteer teachers ( N = 22), including 12 Modified A/B Block scheduled schools (189 students) and 10 Nine-Week (4X4) Block scheduled schools (136 students), provided the data. Teachers completed a questionnaire and administered a student examination. The value of inservice education was positively related to satisfaction with opportunity to use effective teaching practices; it was also positively related to achievement. This association was statistically significant and positive for lower-order and higher-order thinking skills (HOTS), and overall achievement. Teacher satisfaction with opportunity to use effective teaching practices was also positively related to achievement. This relationship was statistically significant for HOTS. Teachers should receive inservice that helps them to acquire instructional behaviors that are effective when used under a block schedule.
Highlights
If systematic and continuous improvement of student learning is an ultimate aim of education inservice education of teachers should prepare them to use effective teaching practices
If teachers are faced with professional challenges associated with changing their school-day schedule, inservice education can address their needs, and, if new teaching behaviors are adopted and used properly, the result should be improved student achievement
Due to the nature of this study, i.e., findings based on 22 volunteer teachers and schools who were members of a considerably larger sampling frame, readers are cautioned to take care in generalizing the results of the study beyond participants in the study
Summary
AND CONCEPTUAL FRAMEWORKIf systematic and continuous improvement of student learning is an ultimate aim of education inservice education of teachers should prepare them to use effective teaching practices. Professional development may include assistance in developing teaching behaviors appropriate for an instructor’s unique school setting. If teachers are faced with professional challenges associated with changing their school-day schedule (e.g., to block scheduling), inservice education can address their needs, and, if new teaching behaviors are adopted and used properly, the result should be improved student achievement. Garrett (2000) recommended that “successful management of change cannot be undertaken without a clear understanding of the reaction of the professionals involved (including teachers) to changes in their work and the higher expectations being made of them” Conley and Woosley (2000) supported this position when they concluded, “educational managers should take the opportunity to strategically evaluate reform efforts to redesign the work of teachers” Garrett (2000) recommended that “successful management of change cannot be undertaken without a clear understanding of the reaction of the professionals involved (including teachers) to changes in their work and the higher expectations being made of them” (p. 2). Conley and Woosley (2000) supported this position when they concluded, “educational managers should take the opportunity to strategically evaluate reform efforts to redesign the work of teachers” (p. 196)
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