Survey Templates Surveys QuestionPro Feature Survey (A) - COPIED [fehtyynod

QuestionPro Feature Survey (A) - COPIED [fehtyynod

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Hello:

You are invited to participate in my survey on school scheduling.

In recent years, school schedules have become a highly debated topic in education. Researchers are frequently asking if a school’s schedule impacts the academic achievement of students. The two most commonly studied schedules are the traditional and the blocked schedule.

Past research has shown that the type of schedule rarely has a significant impact on standardized test scores, but school schedules do appear to have a noticeable difference on other aspects of students’ educational experiences including discipline, instructional techniques, and student engagement. As an example, schools with block schedules often will have less disciplinary infractions, as students change classes only four times per day, leaving them in the hallways unsupervised fewer times each day. In addition to simply asking if a school’s schedule impacts student achievement, I am also questioning if there is a particular difference in achievement for particular types of learners.

In this survey, approximately 100 people will be asked to complete a survey that asks questions about their experiences and observations as a teacher. It will take approximately 20-30 minutes to complete the questionnaire.

Your participation in this study is completely voluntary. There are no foreseeable risks associated with this project. However, if you feel uncomfortable answering any questions, you can withdraw from the survey at any point. It is very important for us to learn your opinions.

Your survey responses will be stricly confidential and data from this research will be reported only in the aggregate. Your information will be coded and will remain confidential. If you have questions at any time about the survey or the procedures, you may contact Jess Furman at [email protected].

I am also looking to personally interview teachers that have first hand experience teaching under both block and traditional schedules. If you have experience with both types of schedules and are interested in being interviewed (approximately 30-45 minutes in length), please contact me at: [email protected].

Thank you very much for your time and support. Please start with the survey now by clicking on the Continue button below.

Signature

I agree

I disagree. I choose not to participate in this survey.

How many years of teaching experience do you currently have?

Less than 2

3-5

5 - 10

More than 10

What is your education (please select all that apply)?

Bachelor's Degree

Some Graduate Credits

Master's Degree

Other (please explain)

Under which of the following schedules have you had personal experience teaching (please check all that apply)?

Traditional (40 - 50 minute class periods)

A/B Block (Blocked class periods meeting every other day)

4 x 4 Block (Blocked class periods meeting every day for a semester)

Other (please explain)

What subject area do you currently teach?

Math

Science

Social Studies/History

English/Language Arts

Foreign Language

Other

What levels of courses do you currently teach (please check all that apply)?

Remedial

Average

Honors

AP/IB

Special Education

Other (please explain)

In your current school, how long are class periods?

Less than 40 minutes

41 - 50 minutes

51- 60 minutes

61 - 90 minutes

Greater than 90 minutes

How frequently do (core academic) classes meet in your current school?

Daily

2-3 times per week

Once per week

Other (please explain)

To better assess the type of teacher you are, please mark the column that best indicates the frequency each of these behaviors/activities occurs in your classroom.

	Always	Most of the time	Some of the time	Seldom	Never	Don't Know
I use group activities in my class.	Always	Most of the time	Some of the time	Seldom	Never	Don't Know

In my classes, time is distributed between whole group instruction, small group work, and individual activities.	Always	Most of the time	Some of the time	Seldom	Never	Don't Know

Class time is spent on whole class instruction.	Always	Most of the time	Some of the time	Seldom	Never	Don't Know

I work one-on-one with students during class.	Always	Most of the time	Some of the time	Seldom	Never	Don't Know

I vary instructional activities in the classroom.	Always	Most of the time	Some of the time	Seldom	Never	Don't Know

My students appear interested in lessons.	Always	Most of the time	Some of the time	Seldom	Never	Don't Know

I give students class time to work on homework.	Always	Most of the time	Some of the time	Seldom	Never	Don't Know

I provide individual feedback on students' homework.	Always	Most of the time	Some of the time	Seldom	Never	Don't Know

I use textbooks as the primary instructional tool.	Always	Most of the time	Some of the time	Seldom	Never	Don't Know

I use non-traditional forms of assessment in my classroom (portfolios, creative activities).	Always	Most of the time	Some of the time	Seldom	Never	Don't Know

	Always	Most of the time	Some of the time	Seldom	Never	Don't Know
I use multiple choice and true/false questions to assess students' knowledge.	Always	Most of the time	Some of the time	Seldom	Never	Don't Know

Lecture is my primary instructional technique.	Always	Most of the time	Some of the time	Seldom	Never	Don't Know

Do you feel that block scheduling is particularly beneficial for particular subgroups of students?

	Yes	No	No Opinion
Gifted students	Yes	No	No Opinion

Learning disabled (LD)	Yes	No	No Opinion

Learning support (LS)	Yes	No	No Opinion

ADD/ADHD	Yes	No	No Opinion

Low-level learners	Yes	No	No Opinion

Students with low levels of academic motivation	Yes	No	No Opinion

Physically disabled	Yes	No	No Opinion

Low socioeconomic status/income	Yes	No	No Opinion

Males	Yes	No	No Opinion

Females	Yes	No	No Opinion

Please add any comments you may have about benefits of block scheduling on particular subgroups of students.

Do you feel that block scheduling has negative effects on particular subgroups of students?

	Yes	No	No Opinion
Gifted students	Yes	No	No Opinion

Learning disabled (LD)	Yes	No	No Opinion

Learning support (LS)	Yes	No	No Opinion

ADD/ADHD	Yes	No	No Opinion

Low-level learners	Yes	No	No Opinion

Students with low levels of academic motivation	Yes	No	No Opinion

Physically disabled	Yes	No	No Opinion

Low socioeconomic status/income	Yes	No	No Opinion

Males	Yes	No	No Opinion

Females	Yes	No	No Opinion

Please add any comments you may have about the negative effects of block scheduling for particular subgroups of students.

In addition to grades, a school's schedule can impact the general school/classroom environment. Thinking about your current school, do you believe a change in the school schedule (switching from block to traditional scheduling or vice versa) would have an effect on:

	Positive Effect	No Effect	Negative Effect	Not Sure
Student grades	Positive Effect	No Effect	Negative Effect	Not Sure

Meeting state standands	Positive Effect	No Effect	Negative Effect	Not Sure

Disciplinary infractions	Positive Effect	No Effect	Negative Effect	Not Sure

Positive student-teacher relationships	Positive Effect	No Effect	Negative Effect	Not Sure

Ability of teachers to provide individual attention during class	Positive Effect	No Effect	Negative Effect	Not Sure

Allow teachers to know students as individuals	Positive Effect	No Effect	Negative Effect	Not Sure

Incorporation of active learning opportunities	Positive Effect	No Effect	Negative Effect	Not Sure

Cooperative learning opportunities	Positive Effect	No Effect	Negative Effect	Not Sure

Efficient time management in the classroom	Positive Effect	No Effect	Negative Effect	Not Sure

Please add any comments you have about the effect of school scheduling on the school's environment/atmosphere.

Consider the following learning strategies. Do you feel any are particularly helpful
for certain subgroups of learners?

	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other (please add comments below)
Lecture	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other (please add comments below)

Independent learning	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other (please add comments below)

Group activities	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other (please add comments below)

Hands-on investigations	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other (please add comments below)

Guided notes	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other (please add comments below)

In-depth projects	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other (please add comments below)

Daily practice (repetitive exercises)	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other (please add comments below)

Student choice of activities	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other (please add comments below)

Please add any comments you may have on the benefit of particular learning strategies on subgroups of students.

Consider the following learning strategies. Do you feel any are particularly harmful to certain subgroups of learners?

	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other
Lecture	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other

Independent learning	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other

Group activities	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other

Hands-on investigations	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other

Guided notes	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other

In-depth projects	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other

Daily practice (repetitive exercises)	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other

Student choice of activities	Gifted	LD/LS	ADD	Low-level	Low-motivation	Low income	Gender	Physically disabled	Other

Please share any comments you have about the harmful effect(s) of particular learning strategies on subgroups of learners.

I am currently teaching in a school with

Block scheduling

Traditional scheduling

Were specific staff development programs offered in the years prior to implementation of block scheduling to prepare staff for the transition?

Does your school offer regular staff development opportunities?

What types of staff development opportunities are offered?

Thinking about the professional development opportunities offered in your district, are they subject specific (meaning, would all of the math teachers have different opportunities than the science teachers)?

Yes

Please provide any additional comments you have regarding school scheduling and student achievement.

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