Date of Award

Summer 8-2018

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Sue Rieg

Second Advisor

Beatrice Fennimore

Third Advisor

Susan Sibert

Abstract

Yearly, school districts across the United States debate and vote upon a school calendar. Although most school districts elect a traditional calendar, several districts utilize a year-round calendar. A year-round calendar evenly spreads a traditional 180 school day and 12-week summer vacation, thus creating a balanced approach. Does a year-round education calendar produce student learning?

The school district’s teachers and administrator perceptions provided the basis of this study by examining their experiences with student learning in a year-round education calendar. This qualitative study examined one Michigan public school of which has worked under a single-track year-round calendar since 1983. Teacher and administrator participants shared their lived experiences, perceptions and details of how student learning is supported by a year-round calendar approach. This study identified themes of which the participants perceived to be relevant with student learning within a year-round education calendar. Additionally, study data were applied to the theoretical framework of Carroll and Spearitt’s (1967) Model of School Learning and Dempster’s (1988) Spacing effect. The researcher concluded that participants have an overall positive perception of student learning within a year-round education calendar.

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