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dc.contributor.authorMott, Brian T.en_US
dc.date.accessioned2015-05-07T06:00:11Z
dc.date.available2015-05-07T06:00:11Z
dc.date.issued2013-11-12en_US
dc.identifier.othervt_gsexam:1732en_US
dc.identifier.urihttp://hdl.handle.net/10919/52035
dc.description.abstractSince the release of A Nation at Risk in 1983 student performance on a variety of high stakes tests have become increasingly important in educational settings. The results of this type of assessment are quantifiable, and are intended to indicate certain levels of academic performance and achievement. Advanced Placement (AP) Exams are one example of high stakes tests. With the rapid growth of Advanced Placement (AP) courses and the corresponding popularity of the AP Exams there is a need in the research to identify specific variables that may be influential to AP Exam score performance. Course schedule type, either in the 4⨉4 block or traditional yearlong format, has been examined as a variable that influences student AP Exam score performance. In some studies the implementation of a 4⨉4 block in place of a traditional yearlong course schedule type resulted in increased AP Exam score performance, while in other studies replacement of a traditional yearlong course schedule by a 4⨉4 block course schedule type resulted in decreased AP Exam score performance. The limitations in the existing research present a need for more controlled studies using multiple years of data to further examine the relationship between clearly identified course schedule types and AP Exam score performance. In response to the need, this research performed a controlled study and examined the relationship between three specific course schedule types and AP Exam performance over time. This study analyzed sample data using participants (N=428) from a single institution in a southeastern state in the United States enrolled in the same AP course subject, taught by the same instructor, and who completed the same subject AP Exam over multiple years (2008-2012).en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectAP Examen_US
dc.subjectblock scheduleen_US
dc.subjecttraditional yearlong scheduleen_US
dc.titleAn Examination of the Relationship Between Course Schedule Type and AP Exam Scoreen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairPotter, Kenneth R.en_US
dc.contributor.committeememberLockee, Barbara B.en_US
dc.contributor.committeememberBurton, John Knoxen_US
dc.contributor.committeememberBond, Mark Aaronen_US


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