Student Centered Strategies for Engaging Instruction in the Extended Period

dc.contributor.authorHickman, Michael Darnellen
dc.contributor.committeechairSalmon, Richard G.en
dc.contributor.committeecochairFortune, Jimmie C.en
dc.contributor.committeememberNiles, Jerome A.en
dc.contributor.committeememberDeBolt, Thomasen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2014-03-14T20:16:41Zen
dc.date.adate2006-11-29en
dc.date.available2014-03-14T20:16:41Zen
dc.date.issued2006-08-14en
dc.date.rdate2007-11-29en
dc.date.sdate2006-09-25en
dc.description.abstractKeeping students engaged in the learning process is a challenge faced by most teachers. Instituting a bell schedule that requires them to make changes in their traditional instructional delivery may increase that challenge exponentially. The benefit of an extended period, also known as the block schedule, is that it permits the opportunity for teachers to alter their instruction with learning experiences that require more than 55 minutes by using engaging student-centered instruction. One reality of teaching on a block schedule is that many teachers lack the knowledge of effective strategies and rely on instructional devices they employed on a shorter time period. The purpose behind this work is to create a manual that demonstrates engaging student centered strategies and becomes a resource for teachers who are searching for instructional models to utilize in the block schedule. It does this in part by featuring actual hands-on strategies from three instructional models that can be readily used by classroom teachers. With the generative information about the models and activities that is provided in the manual, teachers are encouraged to create their own activities. Finally, the work provides solicited teacher feedback on the utility of the manual.en
dc.description.degreeEd. D.en
dc.identifier.otheretd-09252006-100137en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-09252006-100137/en
dc.identifier.urihttp://hdl.handle.net/10919/29092en
dc.publisherVirginia Techen
dc.relation.haspartStudentCenteredStrategiesforEngagingInstructionExtendedPeriodETD112206.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectBlock Scheduleen
dc.subjectCooperative Problem Solvingen
dc.subjectConcept Attainmenten
dc.subjectProblem Based Learningen
dc.titleStudent Centered Strategies for Engaging Instruction in the Extended Perioden
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen
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