Argues that the alleged effectiveness of block scheduling does not appear to rest on any meaningful research base. Discusses research on block scheduling, student achievement and attitudes toward learning, and teachers' and parents' attitudes. Notes that in the absence of data, educators should be cautious in reconfiguring the education of tens of…

Focuses on changes in instructional approaches in the schools following the adoption of block scheduling that may influence student learning. Examines a number of student outcomes, including student grades, honor roll and failure rates, the numbers of students successfully completing Advanced Placement courses, and achievement test scores from the…

Describes an action research project on block scheduling undertaken in Seattle/Puget Sound area high schools. Notes how block scheduling challenges conventional high school structures. Identifies nine key elements of a new model of high school and high school teaching encouraged by block period structures. (SR)

Argues that a unique combination of (1) the Copernican Plan for block scheduling; (2) the application of Howard Gardner's theory of multiple intelligences; and (3) John Dewey's basic ideas about process create a teacher training program in which mastery is an achievable goal. Describes each component and illustrates how each has worked in one…

Discusses current middle school reform efforts and the need to change significantly the structure and practice of middle school education. Examines three practices that hold great promise for meeting the increasingly diverse needs of middle school students (and that boost each others' effectiveness): teacher collaboration, block scheduling, and…

Describes varieties of scheduling, inadequacy of the short-period schedule, and the historical background of block scheduling. Discusses effective block scheduling at the middle-grades level and advantages of fan-block schedules. Outlines classroom strategies for use in blocks and a sample learning-cycle lesson for social studies. (SR)

Examines six constraints on teachers' ability to promote higher-order thinking in the classroom (schedule, student attitudes, teacher attitudes, resources, atmosphere, and assessment). Explores possibilities for overcoming such constraints, including block scheduling, integration of the curriculum and thematic teacher, portfolio assessment,…