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This paper is a literature review of intensive education, or "macro block-scheduling." Intensive education is a change in the structure of secondary school organization. It involves organizing the school's schedule for efficiency and effectiveness so students study and teachers teach one subject for 30 days. Students stay with one teacher 4 hours a day, and teachers teach just one 4-hour academic class daily. Teachers and students work with one small group intensively for 30 days, or 120 hours, the equivalent of a Carnegie unit. This review focuses on the following relationships to determine whether they are valid and accurate: (1) intensive education reduces class size, lengthens class periods, and reduces the number of subjects that students take and teachers teach daily; (2) these changes in conditions facilitate the development of changes in the following processes--interactions, teaching methods, involvement with the subject matter, and teacher professionalism; and (3) these processes, made possible by the conditions created, provide opportunities for increases in academic achievement, better relationships, better attendance, and increased satisfaction. The literature appears to validate these relationships through the use of intensive education in private high schools, public summer school programs, block-scheduling in public high schools, and intensive education in colleges. However, to date, the literature reveals no study of intensive education in a public high school during the regular school year. (Contains 28 references.) (ND)

Descriptors: Educational Environment, Instructional Effectiveness, Literature Reviews, School Organization, School Schedules, Secondary Education, Teacher Effectiveness, Time Blocks, Time Factors (Learning)











Autor: Fallon, Karin

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9539&id=ED385504







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