Discusses the training and preparation for the transition to block scheduling. Provides a summary of some of the aspects of the four-by-four block schedule and describes strategies employed to modify instruction and curriculum. Includes two sample interdisciplinary activities. (DDR)

Describes how to approach block scheduling of science classes. Discusses the planning process, specific activities that work well in longer science classes, and techniques for motivating students. (DDR)

Introduces a 4x1 block scheduling method that was developed as an alternative to 4x4 block scheduling. Schedules Fridays for summer school, test preparation, and enrichment and elective courses. Includes suggestions on how to alleviate drawbacks of the 4x1 block schedule. (YDS)

When learning, students yearn for meaning, challenge, and relevance. Integrated learning fulfills these desires by limiting the compartmentalization of learning--providing a more coherent learning environment. Too often, mathematics and the physical sciences are taught as separate entities. Yet, many commonalities exist, especially between…

Discusses the changes in science instruction resulting from one school's move to block scheduling. Longer class periods were found to increase the amount of concepts taught and time for activities. Figures contain a sample student schedule, goals for restructuring, rationale for block scheduling, and a sample density experiment. (LZ)

Presents a lesson plan for a block period that involves students in learning how organisms can be classified. (DDR)

This article describes some typical 90-minute lessons in biology and chemistry designed for use with block scheduling. The lessons illustrate the benefits of block scheduling to science instruction. Contains an example of one day's block scheduling of science and mathematics courses. (LZ)

Questions whether more student-centered instruction is occurring in block scheduled biology classes than in traditional classrooms. Explains the results of the study in terms of academic achievement. First published in 1998. (YDS)

Discusses the advantages of an extended school year and block scheduling for science learning. (DDR)

Examines the benefits of flexible scheduling and the initial steps used in exploring this approach. Discusses the problem of loss of instructional time and the use of an independent research period as a solution. Presents results from an external assessment, ACT score data, and CTBS scores. (DDR)

Cites five conditions that enable new teachers to succeed that relate to scheduling, district environment, and support. (DDR)

Presents a seasonal checklist for first year science teachers that focuses on establishing policies and procedures, organization, and thoughtful lesson planning. (DDR)

Describes the characteristics and procedures of an induction program for first year teachers. (DDR)

Delineates the role of mentors for first year science teachers in assisting with policies and procedures, the community, and implementing model strategies. (DDR)