| dc.description.abstract | The purpose of this study was to describe Wisconsin Family and Consumer Education teachers' attitudes and perceptions regarding block scheduling measured by the researcher's instrument. The four part research instrument was developed by the researchers to measure demographics, attitudes of Family and Consumer Education teachers toward block scheduling, the extent of resources available to Family and Consumer Education teachers during implementation of block scheduling, and perceived advantages and disadvantages of block scheduling. The research instrument was developed and administered during the 2002-2003 school year to 225 randomly selected middle and high school Family and Consumer Education teachers identified by a database provided by the Wisconsin Department of Public Instruction. The sample involved 154 respondents, with 38 subjects teaching in a block schedule. Statistics used in this study were the analysis of variance (ANOVA), a two-way analysis of variance, the student Newman-Keuls Multiple Comparison Test, the T-Test and the Pearson Correlations Test. The findings of this study indicated that attitudes of Wisconsin Family and Consumer Education teachers toward block scheduling were significantly influenced by age, years teaching experience teaching Family and Consumer education, and years teaching with block scheduling. A significant correlation was found between and the amount of resources Family and Consumer Education teachers received and teacher attitudes towards five subcategories: transition to block scheduling, teacher satisfaction, perceived student satisfaction, teaching strategies, and teacher workload. Evidence from this study supports the theory that providing teachers with appropriate and useful resources will help with the success of block scheduling. | |
