A QUALITATIVE STUDY ON THE IMPACT OF BLOCK SCHEDULING IN HIGH SCHOOL ON COLLEGE AND CAREER READINESS
Date of Award
2022
Document Type
Dissertation
Degree Name
Education (Ph.D)
Department
Administrative and Instructional Leadership
First Advisor
Anthony J Annunziato
Second Advisor
Richard Bernato
Third Advisor
James Campbell
Abstract
Preparing students for the 21st century learning standards has become paramount. Calls for reform in education and an emphasis on college and career readiness in the 21st century have been prescribed as key to providing proper instruction. The implementation of these skills often require changes to the traditional high school schedule. One solution that has regained popularity is the creation of block scheduling. There has been an abundance of research conducted on the advantages and disadvantages of block scheduling, however little research has been conducted as to whether or not alternative scheduling has an effect on students once they attend college. The purpose of this study is to examine the perceptions of current college students and their preparedness for college and career experiences based on receiving instruction in a block scheduling format while in high school. The information collected in this study included seventy-eight valid surveys for 49 females and 29 males, three focus groups of 15 participants (4m, 9f), and six individual qualitative interviews (1m, 5f) with students who had graduated between the years of 2001-2019 from a specific school district in Suffolk County, Long Island where block scheduling was present. Responses were coded using nVivo software and themes were analyzed. Results from this study indicate that participants perceived to have an advantage in their preparedness for college after experiencing block scheduling throughout their high school career. Perceived advantages included having the stamina to stay focused, being familiar with the structure of the schedule, and a greater skill set in the areas of collaboration, time management, organization, work/study habits, and communication through rigorous high school experiences.
Recommended Citation
Hender, William J., "A QUALITATIVE STUDY ON THE IMPACT OF BLOCK SCHEDULING IN HIGH SCHOOL ON COLLEGE AND CAREER READINESS" (2022). Theses and Dissertations. 434.
https://scholar.stjohns.edu/theses_dissertations/434