Exploring Emotional, Physical, and Cultural Engagement Strategies within a Block Schedule

Date of Award

Fall 12-19-2019

Document Type

Thesis (699 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

David Kupferman


Engagement, Block Schedule



The purpose of this study is to explore different engagement strategies within a block schedule. Within the block schedule, we will focus our research on three engagement strategies: emotional, physical, and cultural. Researchers Dr. Robert J. Marzano and Dr. Debra Pickering (2011) provide within their text The Highly Engaged Classroom “an in-depth understanding of how to generate high levels of attention and engagement as a result of careful planning and execution of specific strategies” (p. 3). We are aiming for high levels of engagement among students as a result of researching these four engagement areas. Within this exploration, we will also work to identify best practices through our planning and execution of specific strategies. Marzano and Pickering believe that “every teacher can create a classroom environment in which engagement is the norm instead of the exception” (p. 3). We hypothesize that through our research and practice of specified engagement strategies within the classroom, student engagement will improve within a 90-minute modified block schedule.

Keywords: modified block, engagement, emotional, cognitive, physical, and cultural

Abstract only: No full text available.