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dc.contributor.advisorSottile, Jameseng
dc.contributor.authorKroll Jr., Robert J.eng
dc.date.issued2019eng
dc.date.submitted2019 Springeng
dc.description.abstractThe purpose of this case study was to examine the effect the flexible modular schedule had on student achievement, student behavior, and student development. This study contained three questions that evaluated the effect flexible modular scheduling had upon academic [standardized testing analysis] and student behavior [student suspension analysis] as well as the developmental impact [faculty interviews] the schedule had on students within a particular school. A mixed methods approach was used to conduct a case study that allowed an in-depth analysis of both the qualitative and quantitative data. Quantitative findings of significance provide answers to the research questions as well as qualitative themes such as inconsistent stakeholder buy-in, student access: opportunities and challenges, and developmental outcomes, which offer insight into the impact the flexible modular schedule has had on student development. This study sought to examine the necessity for educational leaders to consider the developmental needs of students ahead of the allocation of time when structuring the school day. Recommendations for practice are presented to both the school district and high school employing the flexible modular schedule.eng
dc.identifier.urihttps://hdl.handle.net/10355/69959
dc.titleThe effect of the flexible modular schedule on student academic achievement, student behavior, and student developmenteng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policyeng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.nameEdDeng


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