Value of Scheduling-Related Inservice Education, Opportunity to Implement Effective Teaching Practices, and Performance of Block-Scheduled Learners in Agricultural Education: A Correlational Study

The purpose of this study was to examine relationships among teacher perception of the value of teacher inservice in preparation for a block schedule, teacher satisfaction with the opportunity to implement effective teaching practices, and student achievement. Volunteer teachers ( N = 22), including 12 Modified A/B Block scheduled schools (189 students) and 10 Nine-Week (4X4) Block scheduled schools (136 students), provided the data. Teachers completed a questionnaire and administered a student examination. The value of inservice education was positively related to satisfaction with opportunity to use effective teaching practices; it was also positively related to achievement. This association was statistically significant and positive for lower-order and higher-order thinking skills (HOTS), and overall achievement. Teacher satisfaction with opportunity to use effective teaching practices was also positively related to achievement. This relationship was statistically significant for HOTS. Teachers should receive inservice that helps them to acquire instructional behaviors that are effective when used under a block schedule.