Block Scheduling: A Review of Literature The purpose of this review of lite

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

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at Governor Thomas Johnson High School in Frederick, Maryland. The program began in the 199293 school year, when the school changed from seven 48-minute class periods per day to a block schedule format of four 90-minute class periods. Classes at the high school were conducted on a semester basis, with each semester lasting 18 weeks (90 instructional days). Evaluative data were derived based on the first year and a half of program implementation. According to Guskey and Kifer (1995) analyses of data showed little increase in student performance on various achievement tests and final course grades. However, the scores of African American students on the Maryland Functional Tests and on Advanced Placement Tests markedly improved. Further, while student daily attendance and dropout rates remained the same as prior to the implementation of the program, there was a dramatic reduction in student behavior problems. Perceptions of both students and faculty members regarding the block schedule program were said to be overwhelmingly positive, with nearly 70 percent of students and 95 percent of faculty indicating they preferred the new 4-period day. Based on the foregoing findings, Guskey and Kifer (1995) concluded that: A

Category: Psychology - B