dividualized educational plan. (p. 1)
Like any educational programming, block scheduling will work best when the school takes supplementary efforts to support the program and/or remove possible obstacles to program effectiveness. Shortt and Thayer (1995) have discussed this point, reporting that before attempting block scheduling reforms are implemented, schools must address certain key issues. These are said to include: information retention, transfer students, advanced placement offerings, electives, coordination of teacher and student schedules, cost effectiveness, academic pacing, staff development needs, and time's interaction with other factors such as climate, empowerment, and governance.
In summary then, there are many different kinds of block scheduling; however, what they all have in common is that they are forms of restructuring and time management. Whether a school should choose any particular type of block scheduling will, of course, depend upon its needs. With this understanding of the basic nature and types of block schedulin
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