Block scheduling: Selected Bibliography

Published education research from 1997-1999, with emphasis on (1) literature reviews, (2) research which explicitly draws on performance outcome results and/or survey information, and (3) sources which offer specific suggestions:

Online research (reverse chronological order)

Policy Research Report #13: Block Scheduling in Texas Public Schools (summary), Education News, November 1999. Full report (PDF).

Veal, William R., and James Schreiber. Block Scheduling Effects on a State Mandated Test of Basic Skills. Education Policy Analysis Archives, Vol.7, No. 29, September 19, 1999.

Cobb, R. Brian, Stacey Abate, and Dennis Baker. Effects on Students of a 4 X 4 Junior High School Block Scheduling Program. Education Policy Analysis Archives, Vol.7, No. 3, February 8, 1999.

College Board. Office of Research and Development. Block Schedules and Student Performance on AP® Examinations (PDF). May 1998.

Wild, Reginald D. Science Achievement and Block Schedules (Word). April 1998, Conference presentation paper.

North Carolina Department of Public Instruction. 1997. Block Scheduled High School Achievement

Abstracts of other research:

Bateson, David J. (1990). "Science Achievement in Semester and All-Year Courses," Journal of Research in Science Teaching, 27(3) pp. 233-240. (as summarized by Jeff Lindsay): Abstract: The study investigated the effects of full-credit semester and all-year timetables on science attitudes and science achievement of grade-10 students in British Columbia. All grade 10 students in British Columbia completed multiple matrix sampled assessment instruments in May of 1986. These instruments provided background information, affective scores, and cognitive scores which were used to compare the groups. It was found that, contrary to reported teacher perceptions of semester versus all-year courses, students in the all-year courses consistently outperformed both first- and second-semester students in the cognitive domains tested, and there were no significant differences in the affective domains. The finding that second-semester students out-performed the first-semester students casts doubt on the reported teacher perception that knowledge retention is of little concern under a semester system.
    Numerous studies and reports have cited teacher and student perceptions of changes which occur under alternate timetables... More recent studies completed in Ontario and based on Actual outcomes have indicated that these perceptions may have little basis in fact (Raphael & Wahlstrom, 1986; Raphael, Wahlstrom and McLean, 1986).
    A total of 30,116 grade-10 students completed the assessment instruments. Of these, 19,195 (64.9%) were taking Science 10 in an all-year format, 5,277 (17.2%) completed Science 10 the first semester, 3,596 (11.1%) were taking Science 10 in the second semester, and the remaining 2,048 (6.8%) either did not take science in 1986 or were on another type of timetable (correspondence, trimester, etc.)."
    The results of this study show that at grade 10 in British Columbia, students who take science under a full-credit semester system do not perform as well on multiple-choice tests of curricular-based science knowledge as do students who have taken the same course on an all-year basis. Taken on a individual basis, no significant differences in the science attitudes of students on the two time-table systems were found. However, there is a pattern that all-year students score consistently, but not significantly, higher than semester students on the affective scales. These findings are in direct conflict with the perceptions of teachers involved in semester programs reported in previous studies. The fact that the second-semester students consistently outperformed the first semester students also contradicts the reported perception that knowledge retention should not be a concern when utilizing a semester timetable. It should be noted, however, that all studies cited prior to 1986 relied on teacher and student perceptions of outcomes... In contrast, this study has used actual student outcome data as the basis for comparison. It has shown that the actual outcomes are not congruent with expectations and perceptions and, as such, Raphael et al. (1986) may have selected a very appropriate title in 'Debunking the Semestering Myth.'

The Wronkovich Study: Math Education in Similar Ohio Schools: (as summarized by Jeff Lindsay): Hopeful news comes from Dr. Mike Wronkovich, who completed a study of the Coventry School District in Ohio and found that some benefits can be achieved, in contrast to earlier data he had obtained. In my opinion, the study covers such a small number of students that it is difficult to draw meaningful conclusions (e.g., we find comparisons being made between block and traditional schedules for specific classes with only 35 students on the traditional schedule, students who started off with lower scores that the block groups). But, in the spirit of fairness, below I present the information he sent me in March of 1999 about his study - information that has not yet been published.
    Here's Dr. Wronkovich's summary of his more recent work:
    Conclusions: In the initial research on blocking performed at Coventry, Wronkovich, Hess and Robinson (1997) noted certain limitations.... The concerns of Coventry school administrators with the findings in 1997 led to this new research reported here. In this study's design, an attempt was made to overcome the weaknesses of the first study conducted at Coventry and to broaden the base of the research to include other curricular areas. After analyzing the new data, we have concluded that student performance on the ETS subject tests indicates a different picture than what was observed in the first study. It may be that the weaknesses in the previous research did interfere with findings. In the follow-up research reported here, we have concluded that in geometry and world history, students performed with no statistically significant difference on the tests as a result of the style of scheduling. In English and biology, there was a statistical difference which favored block scheduling.
    As a result of these findings, it seems obvious that the importance of establishing goals must precede the adoption of a scheduling style. These goals should include issues of student discipline, the curriculum, teacher training, and district finances. When establishing blocking at Coventry, goals were established primarily in the curriculum. As a result, block scheduling as practiced at Coventry allows for some important classroom information processing time. The quantity of concepts covered in a
given subject seems to drop, but the opportunity to cement the concepts covered through a process oriented classroom approach is evident in direct observation of the block schedule. Thus, learner outcomes really need to be discussed prior to the adoption of any alternative schedule. In courses such as advanced placement, there are specific concepts that must be mastered. The sheer quantity of these concepts may inhibit the ability of the teacher to adequately address these under a Copernican block format. It has been the subject of discussion and research by the ETS, the sponsor of the advanced placement program. The assigned goals of advanced placement are clear and tied directly to a national test. It seems that accommodations need to be made regarding advanced placement if a school system expects to maintain and improve performance on these tests by their students. But not all courses have such specific and massive content goals.
   Alternative scheduling at the high school level has opened the doors to debate about the current time management structure. At the high school level, educators have come to accept the process of departmentalizing learning into small chunks of specialized time. The traditional 20th Century model of high school education may prove to be inadequate to meet the challenges of the next century. So the possibility of alternative styles of time management at this level is refreshing. But changing time management will not resolve problems unless it is tied to some type of curricular reform. Remember, time management is a means to achieve goals. Also, since the styles of alternative scheduling is so diverse, the opportunities for experimentation is plentiful for schools. Evaluation based on observable goals will help schools fine tune their own systems of time management.    The results of this particular research have shown that there may be some flaws in the first attempts at changing scheduling styles. As educators, we must establish academic goals and apply what is being learned about alternative scheduling to those goals.
    As we search for improved models for delivering learning to the students, we should avoid the tendency to return to an old way just because it is more comfortable. The idea of better time management for the secondary school schedule opens the door to better time management for schools in general. That includes the yearly calendar, the school day, and movement from grade to grade. Block scheduling is just one part of this process. What we have learned so far is just a small part of what must be researched in order to improve the educational system.
    The new work of Wronkovich will be published shortly. The earlier findings of his, with less favorable implications for block scheduling, have been posted on this page since 1997. That earlier information follows, and is still useful in providing the background for Wronkovich's work (and it still may be valid, depending on the merits of the different approaches taken).

 Williams, Laura M. " Effects of Block Scheduling on Grade Point Averages." 1999-04-00, Dissertations/Theses -- Masters Thesis. ABSTRACT: This study investigated the effects of block scheduling on student learning. It compared the grade-point averages (GPAs) of one group of students during their 9th-grade year while under the traditional 7-period day to the GPAs of their 10th- grade year under the 4-by-4 block schedule. The text offers a history of block scheduling and lists some of the reasons for the shift to block scheduling, such as the more relaxed pace associated with block schedules. Disadvantages and concerns related to this type of scheduling are also listed and include conflicts with extracurricular programs and difficulties in balancing students' schedules. For the study, 198 students, out of a total enrollment of 650, in a rural high school in West Virginia participated. Three types of GPAs were used to compare the two schedules: GPAs in English and math; GPAs in English, math, science, and social studies; and GPAs in all subjects. Descriptive statistics and dependent sample t-tests were conducted on each of the three groups of GPAs. Results indicate no significant differences in GPAs in any of the three areas compared. It is claimed that to examine the effect of block scheduling on education, other factors will need to be considered. Appendices contain comparisons of English and math GPAs, core class GPAs and overall GPAs in ninth and tenth grades. Contains 35 references.

Hottenstein, David S. "Block Scheduling's Success Formula." 1999-00-00, School Administrator (v56 n3 p23-26 Mar 1999). Administrators must research diverse scheduling alternatives and their effects and requirements. Successfully modifying school time boils down to a six-step recipe: believing in improvement-directed change, involving all key stakeholders, selecting the appropriate schedule, developing clear expectations, bridging the theory-practice gap, and maintaining accountability.

Fager, Jennifer. "Scheduling Alternatives: Options for Student Success." 1997, Information analysis; Program description.This booklet is part of a series of reports on "hot topics" in education. It explores alternative school schedules as ways to make education be the best it can for all students. Block scheduling, 4-day school weeks, and year-round education are alternative scheduling methods that generate interest in schools in the northwestern United States and around the country. The data that would reinforce claims of the effectiveness of these schedule changes is relatively inconclusive at this time, but many districts that are adopting these new schedules are finding many advantages. Benefits, concerns, and implementation issues are outlined for each of these approaches to nontraditional school schedules. The alternative schedules of seven schools in the northwestern United States are described. (Contains 31 references.)

Calvery, Robert; Sheets, Glenn; Bell, David. "Student's Perceptions of Block Scheduling Practices in a Selected Arkansas High School," 1998, Research/technical report; Speech/conference paper. This report compares student perceptions of the block schedule with those of the traditional seven periods in high school. It describes a public school that voted to implement a modified three-block schedule containing two traditional periods. The participants in the study were 200 high-school students, all of whom were switched from a traditional 7-period format to a block schedule. Data collected from surveys were used to compare students' perceptions on various areas related to block-scheduling practices. The surveys consisted of 12 Likert- scaled questions focusing on attitudes and perceptions. The results indicate that the students did not significantly favor the use of block scheduling. Even though after the first year students showed an increase in perceptions that favored block scheduling, rising from 17 percent to 36 percent, the majority (59 percent) still preferred the traditional schedule. Students were initially concerned about being able to make up work, but this concern decreased after the first year. Student did record a rise in interest in several factors of the classes but not enough to outweigh preference for traditional scheduling. It is recommended that school administrators should carefully study implementation and evaluation policies when initiating block scheduling.

Bowman, Richard F. "If Block Scheduling Is the Answer, What Is the Question?" 1998, Clearing House (v71 n4 p242-44 Mar-Apr 1998). Argues that the alleged effectiveness of block scheduling does not appear to rest on any meaningful research base. Discusses research on block scheduling, student achievement and attitudes toward learning, and teachers' and parents' attitudes. Notes that in the absence of data, educators should be cautious in reconfiguring the education of tens of thousands of students.

Lonardi, Emilie M. TITLE: Anatomy of an Educational Failure. YEAR: 1998 SOURCE: School Administrator (v55 n3 p28-31 Mar 1998). An administrative team member/restructuring facilitator analyzes the failure of a block scheduling reform in a small, suburban district. The prevailing dynamics that obstructed success were fear of change, propagandizing of data, and a culture of complacency. These problems could have been avoided by training staff to work in longer periods, marketing new ideas to the community, and developing a collaborative work culture.

Hamdy, Mona; Urich, Ted. "Perceptions of Teachers in South Florida Toward Block Scheduling." 1998, NASSP Bulletin (v82 n596 p79-82 Mar 1998). A study was conducted at two metropolitan South Florida high schools to determine perceptions of 100 teachers concerning block scheduling. Teachers felt that the 4 X 4 block schedule contained too many time gaps for teaching foreign languages, English, and math. Teachers believed block schedules benefitted advanced students more than others and classes were too large. Administrators' views are also summarized.

Thomas, Cheryl; O'Connell, Raymond W. "Student Perceptions of Block Scheduling in a New York State Public High School." 1997, Research/technical report; Speech/conference paper. This study examined rural high school students' perceptions of block scheduling. During the third year of a block scheduling program, juniors and seniors who had experienced both traditional and block schedules completed surveys that asked for their perceptions of scheduling and its effects on them before and after block scheduling. The questions examined stress from both types of scheduling, changes in teachers' instructional methods, changes in student-teacher relationships, changes in homework, changes in classroom atmosphere, changes in their attendance, and perceptions of the school in general. Students also gave their opinions about the benefits and problems of block scheduling. A total of 80 out of 162 students completed the survey. Results indicated that students saw little difference in amounts of homework. They considered the longer classes boring because there were no breaks. They saw a slight increase in class discussions and group projects in block scheduled classes. Students considered teachers responsive to their academic needs both before and after block scheduling. They reported traditionally scheduled classes were more chaotic than block scheduled classes. Block scheduling influenced students' decisions to attend school because it increased the amount of material covered each day. Students felt more stress in school after implementation of block scheduling. Overall, students supported block scheduling. They considered the opportunity for more discussion the primary benefit of block scheduling. (Contains 4 figures and 15 references.)

Staunton, Jim; Adams, Teresa. "What Do Teachers in California Have To Say about Block Scheduling?" 1997, NASSP Bulletin (v81 n593 p81-84 Dec 1997). Of 150 Huntington Beach (California) high school teachers participating in a survey on block scheduling's efficacy, 106 (70%) took time to make written comments. Teachers enjoyed having less up-front lecturing, more one-on-one interactions with students, and a less hectic schedule, but had concerns about interruptions and continuity/student-consistency issues.

Hurley, J. Casey. "The 4 x 4 Block Scheduling Model: What Do Students Have To Say about It?" 1997, NASSP Bulletin (v81 n593 p64-72 Dec 1997). A western North Carolina study explored how 31 teachers and 35 students viewed implementation of the 4 x 4 block schedule in five high schools. Students overwhelmingly favored the schedule. Advantages included getting better grades, participating in school-sponsored clubs during the school day, having less homework, and graduating a half-year early. Disadvantages include class length, uneven schedules, course sequencing, and makeup work.

Hurley, J. Casey. "The 4 x 4 Block Scheduling Model: What Do Teachers Have To Say about It?" 1997, NASSP Bulletin (v81 n593 p53-63 Dec 1997). A western North Carolina study explored how 31 teachers and 35 students viewed implementation of the 4 x 4 block schedule in five high schools. Teachers generally favor the 4-period schedule, but several cited absence problems, less student homework, and "uneven" student schedules. To reap full benefits from block schedules, principals must understand and anticipate potentially negative consequences, such as teachers' sacrifice of enrichment activities.

Wronkovich, Michael; Hess, Caryl A.; Robinson, James E. TITLE: An Objective Look at Math Outcomes Based on New Research into Block Scheduling. YEAR: 1997 SOURCE: NASSP Bulletin (v81 n593 p32-41 Dec 1997). A study examining performance differences on the Ohio Colleges Early Math Placement Test of students receiving algebra and geometry instruction in a traditional, year-long structure versus students in an intensified block structure found the traditional structure more effective. Using block scheduling for all courses and students is unwise. Some will need advanced courses; others cannot easily digest accelerated math and science material. (26 references)

AUTHOR: Matthews, L. Joseph TITLE: Alternative Schedules: Blocks to Success? YEAR: 1997 SOURCE: NASSP Practitioner (v24 n1 p1-8 Oct 1997) PUB TYPE: Serial. Secondary school administrators must carefully consider the ramifications of a proposed alternative scheduling plan before proceeding with implementation. The first article in this newsletter presents findings from a study that compared data from two groups of schools (one group with a 4 X 4 block plan and the other with a trimester plan) to data from a group of schools that followed a traditional schedule. Six guidelines are offered for the successful implementation of an alternative schedule: (1) involve all members of the school community; (2) employ a researcher and/or program evaluator; (3) do not become the defender of one kind of scheduling plan; (4) keep communication open among all parties; (5) consider extensive staff development on instructional strategies; and (6) be creative and innovative. The second article describes the experiences of two high schools that took steps to ensure a smooth transition--Springfield Township High School, located in Erdenheim, Pennsylvania (a 4 X 4 block plan) and Hononegah Community High School, in Rockton, Illinois (a 7 X 1 extended period). Five figures are included. (The first article contains 7 references).

Corley, Ed TITLE: Teacher Perceptions Regarding Block Scheduling: Reactions to Change. YEAR: 1997 PUB TYPE: Research/technical report; Speech/conference paper. A study of teacher perceptions regarding a proposal to adopt block scheduling was done at a small-city high school located in a predominantly rural county. Semi-structured interviews were conducted with 7 selected teachers from the faculty of 41. Lack of communication was found to be the central theme in the resistance that emerged. This paper explores the errors that were made by those initiating the proposal, the reactions of those involved, and what can be done to salvage the effort. The best outcome of the effort was to reveal sufficient resistance that the block scheduling proposal will be studied for at least another year. This will give the school district time to improve communication and allow the administration to make a commitment to support the teaching staff's decision about its needs under a new schedule. Teachers must be shown that the change is really worth the effort.

Pisapia, John; Westfall, Amy Lynn TITLE: Alternative High School Scheduling. Student Achievement and Behavior. Research Report. YEAR: 1997 PUB TYPE: Evaluative/feasibility report. In 1995 the Metropolitan Educational Research Consortium (MERC), Richmond (Virginia) commissioned a study of alternative high school scheduling modules to determine the effects of different schedules on teaching strategies, teacher and student satisfaction, and student and school performance. This report presents results of an analysis of student achievement and behavior data from 12 high schools, 3 inner city, 5 suburban, and 4 rural. Two traditional-day schedules and four variations of block scheduling were compared. Teachers and students in alternating and semester block schools reported that learning is not watered down, but that it is different, with more focus on concepts than facts, more depth, and more problem solving. Students in semester block schedules experienced greater increases in overall grade point average than those in alternating block schedules. In general, verbal scores rose more in schools that switched to an alternating or semester block schedule than mathematics. Increases in Scholastic Aptitude Test scores were greater for students in alternating block schedules than for students in semester block schools, but after the first year, students in four of the seven schools that switched to either type of block scheduling experienced increases in verbal scores. In two of four alternating block schools, student performance on advanced placement tests declined, as it did in the two semester block schools. Overall, attendance was not positively affected by the change, but in both alternating and semester block schools, students reported that school was "calmer" and teachers made fewer disciplinary referrals. (Contains 13 tables and 15 references.)

Pisapia, John; Westfall, Amy Lynn TITLE: Alternative High School Scheduling. A View from the Student's Desk. Research Report. YEAR: 1997 PUB TYPE: Evaluative/feasibility report; Test/questionnaire. In 1995 the Metropolitan Educational Research Consortium (MERC), Richmond (Virginia) commissioned a study of alternative high school scheduling modules to determine the effects of different schedules on teaching strategies, teacher and student satisfaction, and student and school performance. This report presents the results of an analysis of the survey administered to 2,430 students in 4 inner city, 5 suburban, and 4 rural schools in 1995. Six types of scheduling, two traditional and four variations of block schedules, were studied. Students in everyday semester long block schedules reported significantly more satisfaction with the number of courses available to them than students in everyday short block schedules and alternating long block schedules. Students in everyday long block schedules also reported that their teachers used significantly more group instruction than students in the other block schedules, and observation suggested that use of group instruction increases as the number of minutes in class increase. Students in everyday semester long block schedules also reported that their teachers were more likely to use portfolios. No significant findings were associated with schedule type for homework, student-teacher relationships, curriculum, and student satisfaction. Analysis did identify differences that may or may not have been related to scheduling. These differences are explored in the 10 appendixes that summarize findings in terms of effects of schedule type on various dependent variables and present a summary of some focus group interviews. (Contains 4 tables, 13 references, and the student survey.)

Kramer, Steven L. TITLE: What We Know about Block Scheduling and Its Effects on Math Instruction, Part II. YEAR: 1997 SOURCE: NASSP Bulletin (v81 n587 p69-82 Mar 1997) PUB TYPE: Evaluative/feasibility report; Program description; Journal article. A study of British Columbia high schools found that block scheduling can endanger mathematics achievement. Reduced math scores were attributed to irregular planning time, little opportunity to modify curriculum; and the provincial examination system. Longer time blocks cannot succeed without adequate planning time, curricular restructuring, and adequate administrative support. Scheduling extra study periods has not worked well. (26 references).

Kramer, Steven L. TITLE: What We Know about Block Scheduling and Its Effects on Math Instruction, Part I. YEAR: 1997 SOURCE: NASSP Bulletin (v81 n586 p18-42 Feb 1997) PUB TYPE: Evaluative/feasibility report; Information analysis; Journal article. Although research has confirmed block scheduling's nonacademic benefits, effects on academic achievement are mixed. Teachers do not always replace lecturing with more effective participatory teaching methods. To work best under an intensive or alternating block schedule, schools should adapt the math curriculum to reduce course redundancy and cover fewer topics with more depth. (58 references)

Schroth, Gwen; Dixon, Jean TITLE: The Effects of Block Scheduling on Student Performance. YEAR: 1996 SOURCE: International Journal of Educational Reform (v5 n4 p472-76 Oct 1996) PUB TYPE: Research/technical report; Evaluative/feasibility report; Journal article. Despite considerable documentation and implementation of block scheduling, there is little evidence that it achieves an increase in student understanding of subject material. Field research that examined seventh-grade math achievement scores in block scheduled and regular schools showed that none of the anticipated results were realized regarding Texas Assessment of Academic Skills scores. Alternative assessment methods may be necessary. (19 references)

AUTHOR: Walker, Sharron TITLE: Implementing the 4X4 Block Schedule: Is It Worth It? YEAR: 1999-00-00 SOURCE: Rural Educator (v20 n3 p40-45 Spr 1999) PUB TYPE: Journal Articles; Reports -- Evaluative LANGUAGE: English ABSTRACT: The 4X4 block schedule was implemented in a rural high school in southern Arizona in 1997. Teacher and student surveys show that after the change, teachers were more satisfied with the teaching and learning environment, their relationship with students, and systemic supports, and students were more satisfied with school. Benefits, problems, and unexpected results of block scheduling are discussed. (CDS)

AUTHOR: Stanley, Anthony; Gifford, Lorna J. TITLE: The Feasibility of 4X4 Block Scheduling in Secondary Schools: A Review of the Literature. YEAR: 1998 PUB TYPE: Information analysis; Speech/conference paper LANGUAGE: English ABSTRACT: This paper reviews the literature on 4x4 block scheduling. Studies reveal that the advantages of such scheduling are simplicity, potential for greater student achievement, and reduced disciplinary referrals. Discipline is enhanced through this type of schedule because it decreases the number of times that students are moving in the halls between disciplined environments. The schedule promotes student achievement by allowing students to attend additional classes during their 4- year high school tenure, by encouraging more engaging learning activities, and by allowing students to concentrate narrowly on the four subjects taken each semester. This concentration may allow for better mastery of material, but it does not allow for the breadth of coverage found in traditional schedules. Consequently, the 4x4 block schedule should not be implemented in districts where test scores and strict adherence to state curriculum guides are considered sacred. Furthermore, student motivation plays a large part in the success or failure of the 4x4 block schedule; motivated students excel in such an environment, whereas poorly motivated students sometimes fall further behind than in traditional schedule environments. It is emphasized that careful planning in implementing 4x4 scheduling is essential to its success. Contains 21 references. (RJM)

AUTHOR: Thayer, Yvonne V.; Shortt, Thomas L. TITLE: Block Scheduling Can Enhance School Climate. YEAR: 1999 SOURCE: Educational Leadership (v56 n4 p76-81 Dec-Jan 1998-1999) PUB TYPE: Journal article; Research/technical report LANGUAGE: English ABSTRACT: A Virginia Department of Education survey of urban, suburban, and rural schools using block scheduling revealed fewer disciplinary problems, a strong teacher preference for this format over traditional scheduling, and positive effects on standardized test scores in reading and mathematics. When time is used well in schools, school climate improves and learning opportunities increase. (MLH)

AUTHOR: Queen, J. Allen; Isenhour, Kimberly Gaskey TITLE: Building a Climate of Acceptance for Block Scheduling. YEAR: 1998 SOURCE: NASSP Bulletin (v82 n602 p95-104 Dec 1998) PUB TYPE: Journal article; Evaluative/feasibility report LANGUAGE: English ABSTRACT: If administrators fail to seek faculty support for block scheduling, teachers may feel undervalued, angry, and adversarial. When principals allow teacher committees to take leadership roles, teachers can assume ownership of the new model. Adminstrators must establish teacher confidence in transitions, maintain effective communication, monitor progress, and gain parent and community support. (MLH)

AUTHOR: Lapkin, Sharon; Harley, Birgit; Hart, Doug TITLE: Block Scheduling for Language Study in the Middle Grades: A Summary of the Carleton Case Study. YEAR: 1997 SOURCE: Learning Languages (v2 n3 p4-8 Spr 1997) PUB TYPE: Journal article; Research/technical report LANGUAGE: English ABSTRACT: Summarizes a study on block scheduling for second-language programs among Canadian middle school students. Results show that students studying French on a block schedule (e.g., one- half day instruction over a 10-week period) performed better on standardized tests than did control students who received standard 40-minute per day French instruction. (ER)

AUTHOR: Wronkovich, Michael TITLE: Block Scheduling: Real Reform or Another Flawed Educational Fad? YEAR: 1998 SOURCE: American Secondary Education (v26 n4 p1-6 Jun 1998) PUB TYPE: Information analysis; Journal article; Evaluative/feasibility report LANGUAGE: English ABSTRACT: Examines some evidence presented for and against block scheduling and makes recommendations based on these observations. Existing empirical evidence is ambivalent regarding academic benefits, particularly for mathematics achievement. Alternative scheduling seems right for some curricular areas and wrong for others. Blocking some classes and not others is preferable to an all-or-nothing approach. (12 references) (MLH)

AUTHOR: Hamdy, Mona; Urich, Ted TITLE: Principals' Perceptions of Block Scheduling. YEAR: 1998 SOURCE: American Secondary Education (v26 n3 p8-12 Mar 1998) PUB TYPE: Journal article; Research/technical report LANGUAGE: English ABSTRACT: Summarizes results of a nationwide survey to determine secondary principals' attitudes toward selected aspects of block scheduling. All 69 participants (from 10 states) expressed full support for block scheduling. Many principals expressed concerns about student maturity, sequential course offerings, and time spent on homework. Schedule modifications and adjustment periods are recommended. (MLH)

AUTHOR: Liu, Jane; Dye, Judith F. TITLE: Teacher and Student Attitudes Toward Block Scheduling in a Rural School District. YEAR: 1998 SOURCE: American Secondary Education (v26 n3 p1-7 Mar 1998) PUB TYPE: Journal article; Research/technical report LANGUAGE: English ABSTRACT: Compares teacher and student perceptions about a block scheduling system operating in two rural Alabama high schools since 1995 to 1996. Surveys completed by 481 students and 60 teachers indicated that both groups supported the new schedule. However, teachers' attitudes were more positive than their students'. Fully 58% of the students wanted shorter time blocks. (MLH)

AUTHOR: Tenney, Mark G. TITLE: The Effects of Block Scheduling on Students with Emotional Behavioral Disorders and/or Attention Deficit-Hyperactivity Disorder. YEAR: 1998 PUB TYPE: Master's thesis; Research/technical report LANGUAGE: English ABSTRACT: This study discusses the outcomes of a survey of 23 educators from 19 high schools on a block schedule in New Hampshire. Educators from each school were asked their perceptions of the effects of the block schedule on students identified as having emotional/behavioral disorders and/or attention deficit- hyperactivity disorders (ADHD) in comparison to the regular education students. The responses were concerned with the effect of the schedule on the special education students' level of performance. Educators were asked to delineate the positive and negative aspects of the block schedule. On average, regular education and vocational/technical teachers viewed the students with emotional behavioral disorders and/or ADHD as demonstrating no change or improvement in their performance while maintaining a satisfactory current level of performance. Administrators problems caused by dysphagia, causes, how it is treated, research that is and special educators saw a more negative effect. Special education teachers had concerns about the ability of students to sustain attention for a 90-minute period and stressed the need to structure the class time. (Contains 57 references.) (Author/CR)

AUTHOR: Vermillion, Tammie TITLE: Changes Special Education Teachers Make in the Transition from Traditional Scheduling to Block Scheduling. YEAR: 1998 PUB TYPE: Master's thesis; Research/technical report LANGUAGE: English ABSTRACT: This study examined the procedural changes that high school special education teachers make in their transition from traditional scheduling to block scheduling. Also, teachers' perceptions of the effect of block scheduling on the literacy skills of secondary students with special needs was examined. Teachers at a national special education conference and a random sample of special education teachers in Missouri were surveyed concerning their perceptions and experiences with traditional and block scheduling. Analysis of the 102 returned surveys found: (1) most schools had been participating in block scheduling for at least two years with one to two years of prior planning common among them; (2) 50 percent of teachers believed that block scheduling had a positive effect on their students' literacy skills; (3) most teachers reported that block scheduling allowed for more support services than the traditional schedule; (4) over half reported changes in curriculum and instruction, such as a greater variety of classes and activities; (5) 36 percent of teachers reported changes in special education paperwork; (6) respondents identified advantages (such as more planning time) and disadvantages (limits of students' attention spans) of block scheduling; and (7) 64 percent of teachers preferred the block schedule. The survey is appended. (Contains 30 references.) (DB)

AUTHOR: Mutter, Davida W.; And Others TITLE: Evaluation of 4 X 4 Block Schedule. YEAR: 1997 SOURCE: ERS Spectrum (v15 n1 p3-8 Win 1997) PUB TYPE: Research/technical report; Information analysis; Journal article LANGUAGE: English ABSTRACT: Describes 4 X 4 block scheduling and its advantages and disadvantages. Examines block scheduling's effects on a Virginia high school's students, teachers, and administration, based on school data and survey results. Most participants preferred block scheduling over the six-period schedule. Grades, attendance, and discipline improved; students earned more credits and could retake failed courses. Accommodating advanced placement and music classes was problematic. (MLH)