Congratulations to Georgianna Diopoulos-Grogan who on Thursday, November 14, 2024, successfully defended her dissertation proposal. The title of Georgianna’s dissertation is: THE IMPACT OF INSTRUCTIONAL PERIOD LENGTH ON STUDENT ACHIEVEMENT FOR SEVENTH AND EIGHTH GRADE ENGLISH LANGUAGE ARTS STUDENTS.
Throughout the evolution of educational practices, the duration of the instructional day has emerged as a perennial subject of discussion. Extensive research has honed in on the length of the school day and its implications for student achievement, particularly in the context of an extended school day or year, however, the duration of an instructional period, whether embedded in a traditional, block, or flexible schedule, represents an integral aspect of the educational experience that warrants closer examination. This quantitative study's main objective is to determine the relationship between instructional time and student performance. Specifically, by identifying the critical tipping point where additional time may no longer yield commensurate improvements in academic outcomes. Using performance indicators and instructional length and format data from middle schools throughout the state of New York, this study aims to provide insight into how much instruction time is optimal for student success. The potential impact of this study is significant and multifaceted. Educators will be empowered to make data-driven decisions regarding the allocation of instructional time, enabling them to optimize schedules and maximize student learning outcomes.
DISSERTATION COMMITTEE CHAIR:
Dr. Nora Broege
DISSERTATION COMMITTEE MEMBERS:
Dr. Peter Troiano
Dr. Robert Feirsen
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