The purpose of this review of literature is to describe and discuss the existing literature on block scheduling. The review begins with a general definition of block scheduling and describes some of the more common types. This description is followed by an exploration of research that has examined for the various effects of implementing block scheduling at school (elementary, middle, secondary) and college levels. Based on the findings of the discussed research, the review ends with a formulation of conclusions regarding the effects of block scheduling.
Block Scheduling: Definition and Types
In an effort to spend time resources more wisely, many schools have turned to block scheduling, a form of organizational restructuring and time management in which classes are taught in longer periods; commonly block scheduling requires adjusting the school year by dividing it into 30-; 45-; 60-; or 90-day periods (Canady & Fogliani, 1989). Under a block schedule, students generally attend fewer but longer classes. Teachers who have tried the approach say they accomplish more in each class session and are more able to implement a variety of teaching strategies and learning activities (Jones, 1995).
One type of block scheduling utilizes parallel blocks or schedules in which a block of time is scheduled for essential and/or desired small skill groups parallel to large instructional activities (Canady & Hotchkiss, 1985). According to Canady and Reina (1993), parallel block scheduling is a palatable restructuring alternative that combines effective grouping with the flexibility to meet each school's needs. The parallel block scheduling system is said to capitalize on teachers' strengths, promote greater mixing of students, and to provide uninterrupted direct instruction in critical subject areas (Canady & Reina, 1993).
Another type or form of block scheduling is the eight-block flexible model where instead of meeting 45 to 60 minut...