Teachers’ Perspectives on Extended Learning Activities during a Balanced Calendar in a Rural Setting
Date
5-2020
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
James Swezey
Keywords
Extended Learning, School Calendars, Balanced Calendar, Modified School Calendar, Teachers’ Perspectives, Rural Schools
Disciplines
Education
Recommended Citation
Isom, Charlene Lovette, "Teachers’ Perspectives on Extended Learning Activities during a Balanced Calendar in a Rural Setting" (2020). Doctoral Dissertations and Projects. 2486.
https://digitalcommons.liberty.edu/doctoral/2486
Abstract
For over a century, most public schools across the United States have operated in a traditional nine-month calendar. The purpose of this phenomenological study was to examine teachers’ perspectives regarding the influence of the extended learning activities on student achievement. A small rural school system adopted a balanced school calendar that included two intersession weeks, one in the fall and one in the spring. Students were provided enrichment and remediation extended learning activities during the intersession weeks. The theory guiding this study is Bandura’s (1977, 1986) self-efficacy theory. The researcher conducted on-site interviews with teachers. Additional data collection included focus groups and document analysis. Data were analyzed using Moustakas’ (1994) systematic approach to construct a composite description of the meanings and convey the overall essence of the experience. Teachers felt that the extended learning activities influenced student achievement in numerous ways. Teachers believed the extended learning activities provided great opportunities for students as an enrichment effort. Teachers shared the importance of putting time and effort into planning fun, hands-on, and engaging activities.
