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CAREI > Current Projects > Block Scheduling

Research & Resources - Resources by Topic (page 1)

General Discussion of Block Scheduling

The American Federation of Teachers has a general description of block scheduling and a list of pros and cons in a September 1999 publication which can be read online.

Bowman, Richard F., If Block Scheduling is the Answer, What is the Question? Clearing House v71 n4 p242-44 Mar-Apr 1998.

Argues that block scheduling needs more research and that, in the absence of convincing research, educators should proceed cautiously.

Black, Susan Learning on the Block. ERIC. American School Board Journal v185 n1 p32-34 Jan 1198.

Describes how block scheduling can decrease school-day interruptions, reduce discipline problems, and help students who need more time.

Fitzpatrick, James E.; and Mowers, Mary Success and the Four Block Schedule: Stakeholders Buy In!

After two semesters of using the four block schedule, a Wisconsin high school experienced academic growth, improved grades and discipline, reduced stress, and gained a more personalized school environment. Interested schools should gain support, create a site-level decision-making model, demonstrate the need for change, clearly define restructuring focus, protect teachers' jobs, visit pioneering schools, and keep stakeholders informed.

The November 1995 issue of Horace was "Using Time Well: Schedules in Essential Schools."

It addressed the whys of changing the high school schedule and said, "But whether the long block offers salvation or merely this decade's trendy placebo depends more on why than on how the day looks different. Unless the quality of student-teacher interchanges drives the schedule, it seems, schools will simply be putting the old wine of the shopping-mall high school into the new bottles of long blocks" (p. 2). Consistent with several of the nine principles of the Coalition, the newsletter says that schools move to longer blocks when they are seeking more depth in fewer subjects, long block make it easier for classes to practice applying knowledge via sustained projects, and long blocks bring down the number of students a teacher will have (at least during each semester and possibly for the whole year), which makes it easier to know every student well.

Howard, Elizabeth. The Trouble with Block. ERIC. American School Board Journal v185 n1 p35-6 Jan 1998

Describes the pitfalls of block scheduling and outlines questions to consider before implementing a block plan.

Lister, Robert J. Block Scheduling at Portsmouth High School: A Status Report 1997.

This report is intended as a working document for the school's faculty as they develop a comprehensive evaluation after several years experience with block scheduling. It offers an assessment of block scheduling and provides feedback from students, faculty, and parents. A summary of findings in included.

Queen, J. Allen and Kaskey, Kimberley A. Steps for Improving School Climate in Block Scheduling. Phi Delta Kappan v79 n2 p158-61 Oct 1997.

Discusses the basics of block scheduling; curricular alignment, course development and unit design; pacing guides for time management; instruction strategies and lesson designs; classroom management; advanced placement and honors classes; special student populations; and assessment.

Rettig, Michael D.; Canady, Robert Lynn All Around the Block: Benefits and Challenges of a Non-traditional School Schedule. ERIC. School Administrator: v53, n8 p8-14 Sep 1996.

Argues that block schedules offer many advantages, including increased usable instructional time, increased opportunities to use alternative instructional strategies, and fewer homework assignments and class changes for students. Models are described. A list of resources is provided.

Elementary Schools

Snell, Martha E., and others, Parallel Block Scheduling: Accommodating Students' Diverse Needs in Elementary Schools. ERIC. Journal of Early Intervention v20 n3 p265-77 Sum 1996.

This article describes the use of parallel block scheduling in inclusive classrooms as a flexible method of scheduling that addresses student grouping, time for teacher planning, scheduling of subjects, support services and staff. The characteristics of PBS and an elementary school that uses the system are highlighted.

Garber, Mary (Mindy) Glick, Parallel Block Scheduling: A Study of Integrated Services and Funding Resulting in Improved Student Achievement. SOURCE: Dissertation Abstracts International, 58(07A).

This research was a qualitative study of how a school serving 800 culturally diverse students in Mesa, Arizona achieved a significant increase in criterion-referenced test scores over four school years. The critical findings related to instructional outcomes were:

1. The principal was a change agent.
2. The use of Parallel Block Scheduling (PBS) allowed for reduced class size during reading and/or math instruction.
3. The extension program provided a way to address varying needs of students.
4. Most interviewees perceived that small class size in reading and/or math made possible by Parallel block scheduling influenced the improved test scores.
5. Fragmentation of the school day was perceived both to have decreased and increased.
6. Stigmatization decreased because all students left the room systematically, instead of having only "pull out" students leave.
7. The integration of services and funds (when permitted) provided opportunities to use federal and state categorical funding more effectively while meeting the intent of the laws. Recommendations were made to continue study of issues related to the implementation of Parallel Block Scheduling and the integration of categorical funds.

Canady, Robert Lynn; Hotchkiss, Phyllis R. Scheduling Practices and Policies Associated with Increased Achievement for Low Achieving Students. ERIC (EJ320600, Clearinghouse No.UD511666). Journal of Negro Education, v54 n3 p344-55 Sum 1985.

Presents two basic parallel block elementary school schedules (schedules in which a block of time is scheduled for essential and/or desired small skill groups parallel to large instructional activities). Contends that parallel block scheduling in elementary schools can lead to improved instructional programs for low achievers. (GC)

Elementary Education; Grouping (Instructional Purposes); Mathematics Instruction; Reading Instruction

Delany, Marcia; Toburen, Laura; Hooton, Becky; Dozier, Ann. Parallel Block Scheduling Spells Success. ERIC (No. EJ556866, Clearinghouse No.EA534189). Educational Leadership, v55 n4 p61-63 Dec-Jan 1997-1998.

Distressed by their students' reading failure rate, teachers at two Georgia schools developed a parallel block-scheduling plan that allows for whole-class instruction, direct-instruction miniclasses, and enrichment labs for all students. Success depends on matching creative, resourceful teachers to the enrichment lab positions. Over the past two years, standardized reading and math test scores have risen significantly. (MLH)

Elementary Education; Program Descriptions

Snell, Martha E.; And Others. Parallel Block Scheduling: Accommodating Students' Diverse Needs in Elementary Schools. ERIC (No. EJ541055, Clearinghouse No.EC615918). Journal of Early Intervention, v20 n3 p265-77 Sum 1996.

Describes the use of parallel block scheduling (PBS) in inclusive classrooms as a flexible method of scheduling that addresses student grouping; time for teacher planning; and scheduling of subjects, support services, and staff. The characteristics of PBS and an elementary school that uses the system are highlighted. (Author/CR)

Elementary Education; School Schedules; Time Management

Hopkins, Harriet J.; Canady, Robert Lynn. Integrating the Curriculum with Parallel Block Scheduling. ERIC (No.EJ540803, Clearinghouse No.EA533090). Principal, v76 n4 p28-31 Mar 1997.

Although parallel block scheduling continues to benefit student learning, it is challenged to meet the needs of new educational programs, particularly whole language and interdisciplinary instruction. Two illustrated blocks show how teachers can effectively divide their time between whole-group and small-group instruction and integrate science and math instruction and language arts and social studies instruction. (MLH)

Elementary Education

Canady, Robert Lynn; Reina, Joanne M. Parallel Block Scheduling: An Alternative Structure. ERIC (No.EJ457305, Clearinghouse No.EA527599). Principal, v72 n3 p26-29 Jan 1993.

A major organizational change is necessary to promote more equitable and effective instructional grouping schemes in schools. A palatable restructuring alternative that combines effective grouping with the flexibility to meet each school's needs is parallel block scheduling. This system capitalizes on teachers' strengths, promotes greater mixing of students, and provides uninterrupted direct instruction in critical subject areas. (six references) (MLH)

Elementary Education

Canady, Robert Lynn; Reina, Joanne M. Parallel Block Scheduling: An Alternative Structure. ERIC (No.EJ457305, Clearinghouse No.EA527599). Principal, v72 n3 p26-29 Jan 1993.

A major organizational change is necessary to promote more equitable and effective instructional grouping schemes in schools. A palatable restructuring alternative that combines effective grouping with the flexibility to meet each school's needs is parallel block scheduling. This system capitalizes on teachers' strengths, promotes greater mixing of students, and provides uninterrupted direct instruction in critical subject areas. (six references) (MLH)

Elementary Education

Canady, Robert Lynn. A Cure for Fragmented Schedules in Elementary Schools. ERIC (No.EJ378756, Clearinghouse No.EA522622). Educational Leadership, v46 n2 p65-67 Oct 1988.

Now that regular elementary classroom teachers must plan their lessons around special "pull-out" programs, their responsibilities are compounded and their control over instructional time considerably diminished. This article discusses the benefits of parallel block scheduling as a possible solution. Includes seven endnotes

Elementary Education; Teacher Responsibility

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