BLOCK SCHEDULING IN ELEMENTARY SCHOOLS
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According to Irmsher (1996), although we live in a world where far more is known about student learning than ever before, most schools do not apply this knowledge to organizational structures as part of their efforts to facilitate student learning. However, one application that is increasingly being implemented and tested is block scheduling (Queen, 2003). The purpose of this paper is to review block scheduling as it has been applied to elementary school learning of the Language Arts curriculum. The paper first defines block scheduling, then goes on to delineate its underlying philosophy. Following this, the paper then presents an examination of research the effectiveness of block scheduling at the elementary school level. An emphasis is placed on review of block scheduling from the perspective of administrative concerns. The final section of the paper formulates conclusions based on the reviewed material. Simply put, block scheduling is a means of organizing the day so that there are fewer, but longer, class periods (Powell, 1999). While there is a good deal of variation in the implementation of block scheduling (e.g., four ninety-minute blocks, alternate day blocks, two large blocks combined with three standard sized blocks per day, etc), Powell (1999) reports that the underlying purpose is always to allow the school greater flexibility for instructional activities, and so boost student learning and achievement. While block scheduling is
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with other changes such as team teaching, departmentalization of subjects, integrated and interdisciplinary instruction, changes to the school climate, and so forth. Reed also states that teachers and parents should investigate their own beliefs about block scheduling and any other considered changes to ensure that their attitudes do not operate as obstacles to effective implementation.
Reed (2002) conducted an evaluation of an elementary school which utilized this more comprehensive model of block scheduling. Findings were said to show improvement in reading achievement and other subject areas. It was also observed that teachers as well as administrators felt that it gave the class a "junior high school-like" feeling but they were not displeased with this fact. Parents were found to have generally positive feelings toward the changes, although some expressed complaints at not having sufficient input into changes. However, teachers, parents, and school administrators felt that students experienced a good deal of difficulty in terms of managing their materials for the blocks.
Garber (1996) conducted a comprehensive assessment of the use of block scheduling for various components in the Language Arts curriculum for a sample of
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Approximate Word count = 1803
Approximate Pages = 7 (250 words per page)
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