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Topic: Continuity and student learning outcomes


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Subject:   RE: Continuity and student learning outcomes
Author: RMarcus
Date: Oct 15 2005
Steven Kramer's dissertation suggests that the question of whether longer or
shorter periods are better depends on your mathematics curriculum and
instructional model.  He found that a high school that simultaneously switched
from shorter year-long classes with a traditional mathematics program to a
semester block schedule (which, by the way, is not the only way to lengthen
class periods) with a problem-based mathematics program experienced gains in
students learning.  To download a pdf version, go to:

http://www.gphillymath.org/BlockSchedule/

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