Abstract
In this study, a group of vertically timetabled schools was compared with a group of horizontally timetabled schools in the Darwin area. Students and staff were surveyed to compare school climate and a multi-variate analysis carried out to find if any significant differences existed between the two types of schools. Other information obtained included pass rates of students, teaching practices relating to methods of assessment, and administrative details about the operation of schools. A number of teachers were interviewed regarding their perceptions of the operation of vertical timetabling. A detailed case study of one particular school was carried out including surveys of students, staff and parents.Almost no significant differences were found between the two types of schools in school climate, student pass rates and teaching practices. However, the interviews revealed both some advantages of vertical timetabling and some disadvantages. Advantages occur especially with special groups such as gifted students and students with learning difficulties, involvement of parents, and an increase in students decision-making skills. Disadvantages occur particularly in the work involved in administering a vertical timetable. Limitations to the optimal operation of a vertically timetabled school were found to occur due to requirements by the NT Department of Education for allocation of times to different subject areas and the assessment of students, especially at the end of Year 10. The case study revealed particular problems in a small school in which the number and range of choices becomes severely limited by staffing problems as well as government requirements. This school is now considering modifications to its present vertical timetable to reduce the administrative workload while still allowing students some choice.
| Date of Award | 1993 |
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| Original language | English |