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作者 Bonner, Tonia Anita
書名 Comparison of the effects block and traditional schedules have on the number of students who are proficient on the Biology End-of-Course Test in forty public high schools in the state of North Carolina
國際標準書號 9781267271846
book jacket
說明 132 p
附註 Source: Dissertation Abstracts International, Volume: 73-08, Section: A, page:
Adviser: Constance Pearson
Thesis (Ed.D.)--Liberty University, 2012
This study examined the difference between the number of overall students, African-American students, and students with disabilities on a semester 4 x 4 block schedule who were proficient on the North Carolina Biology End-of-Course Test and the number of the same group of students on a traditional 45-50 minute yearlong schedule who were proficient on the NC Biology End-of-Course Test in the state of North Carolina during the 2009--2010 school year. A causal-comparative design was used and three null hypotheses were tested using chi-square analysis. Archival data was used. The results showed that there was a significant association between the number of the overall students and African-American students who were proficient on the NC Biology EOC Test when taught biology on a 4 x 4 semester block versus a traditional schedule. However, no statistically significant relationship existed between the number of students with disabilities who were educated on 4 x 4 semester block schedule and those students with disabilities who were educated on a six or seven period traditional schedule in biology. Suggestions for further research are included
School code: 1052
Host Item Dissertation Abstracts International 73-08A
主題 Education, Tests and Measurements
African American Studies
Black Studies
Education, Secondary
Education, Sciences
0288
0296
0325
0533
0714
Alt Author Liberty University. School of Education
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