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    A survey of lead physical education teachers' perceptions of the impact of block scheduling on curriculum and instruction

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    File(s)
    Otrillingpaul1997.pdf (2.098Mb)
    Date
    1997-08
    Author
    Trilling, Paul
    Advisor(s)
    Steffen, J.
    Metadata
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    Abstract
    Physical education teachers (N = 81) in public and private secondary level educational institutions in Wisconsin were surveyed to determine perceptions of the impact of block scheduling on curriculum and instruction. The survey consisted of 5 demographic variables, 14 five-point Likert-type scale statements, and an optional part consisting of 4 open-ended questions. A response rate of 73% (n = 59) was obtained; 85% (n = 39) for all 3 parts of the survey, 3% (n = 2) for the first 2 parts, while 31% (n = 18) returned it i~lcomplete. Zero-order correlation tests were performed between the Likert-type scale statements and demographic variables. Results indicated that the relationship between PE teachers changing their instructional methods and length of class periods was significant (p e .047), as was the relationship between PE teachers introducing more in-depth content and length of class periods (Q c .045). All other relationships were not significant (Q s .05).
    Subject
    Block scheduling (Education) - Public opinion
    Physical education teachers - Attitudes
    Permanent Link
    http://digital.library.wisc.edu/1793/48979
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    • UW-L Theses & Dissertations

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