Determining the Impact of Block Scheduling on Leadership Involvement in the FFA

Block scheduling was established in response to educational reform measures and is the restructuring of the school day in longer class increments with fewer number of classes per day. The FFA, an intra-curricular component of the agricultural education, provides leadership opportunities and involvem...

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Bibliographic Details
Published in:Journal of career and technical education 2007-01, Vol.23 (1), p.7
Main Authors: Dunigan, Anne H., Hoover, Tracy S.
Format: Article
Language:English
Subjects:
Advisors
Agricultural Education
Agriculture
Block Scheduling
Classrooms
Demography
Educational Change
Enrollments
Group Membership
Leadership
Learning
Learning Processes
Mail Surveys
Population
Program Effectiveness
Questionnaires
Racial Differences
Researchers
Scheduling
School schedules
Secondary schools
Student Attitudes
Student Interests
Student Leadership
Student Participation
Technical Education
Vocational education
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Summary:Block scheduling was established in response to educational reform measures and is the restructuring of the school day in longer class increments with fewer number of classes per day. The FFA, an intra-curricular component of the agricultural education, provides leadership opportunities and involvement within the classroom setting. This study assessed the impact block scheduling had on members’ leadership involvement in the FFA. Twelve schools, six on block and six on traditional scheduling, were randomly selected and 288 FFA members participated in the study. Members’ leadership involvement was measured by attainment of FFA degrees; attendance at meetings; participation in contests, conferences, conventions; and application for awards and scholarships. Few significant differences were found in members’ involvement and schedule type. Advisors of FFA chapter were interviewed to consider their influence of members’ leadership involvement. Comments made by advisors supported the literature and offered solutions to previous concerns.
ISSN:1533-1830
1531-4952
1533-1830
DOI:10.21061/jcte.v23i1.439