About 20 years ago, a number of Yukon schools took a different approach to outdoor education and outdoor pursuits. During the 1970s and 1980s, most Yukon high schools and junior high schools offered a course called Outdoor Education. These courses fit into the conventional blocks in a school timetable. Outdoor activities longer than these blocks…

(Purpose) Sufficient research shows that most pre-service teachers do not receive adequate training on teaching or preparing lessons on block schedule. This paper provides a framework for those pre-service teachers that may not be familiar with the tenets of block schedule. (Methodology) This paper is organized in the following manner as it…

The United States of America is a large and diverse country; nevertheless, high schools have a lot in common across the nation. In particular, mathematics teaching in American high schools, while not stereotyped, has some accepted norms which would be seen as unusual here in Australia. In order for the Australians to learn from the Americans, as…

This study will evaluate alternative scheduling methods implemented in secondary level schools. Students were selected based on parent selection of programs. Traditional scheduling involves numerous academic subjects with small increments of time in each class and block scheduling focuses on fewer academic subjects and more instructional time.…

Describes the benefits of block scheduling whereby class periods are lengthened and more courses are offered. Notes that increasing numbers of schools are trying them. Includes the most common block schedule formats. (JOW)

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…

Describes a year-long, high school reading and writing literacy course developed by the National Center on Education and the Economy, designed to be delivered in a 90-minute, double-block period 5 days a week. Identifies several things principals can do to successfully implement the course. (PKP)

This study examines the relationships between classroom environment and affective learning outcomes over time. Focus is placed on the investigation of the correlation between environmental variables and attitude toward science, and the change in attitude toward science and other classroom environment attitudes by students enrolled in block…

Discusses the advantages and disadvantages to journalism and student publications of a straight four-block school schedule that has been in place for three years. (SR)

Comparison of 184 animal science students in modified alternating day block schedule with 136 in 9-week accelerated block schedule showed that higher-order thinking skills achievement was less than half of the passing standard. Higher- and lower-order skills performance of modified schedule students was superior, which may be explained by teacher…

Examines the effects of block scheduling on teacher practice and student achievement. Sought to recognize the professional lives of teachers as a context for both change and stability. Investigates two questions: (1) How does one type of block schedule reform change science classroom practice within specific subjects; and (2) How does this reform…

Discusses problems related to block scheduling and suggests three elements for improvement: appropriate subject material, appropriate teaching styles, and appropriate level of cognitive development. (Contains 11 references.) (PKP)

Time blocks' learning value can be increased markedly by helping staff develop brain-compatible teaching strategies. Teachers should establish relevance; hook students with short video sequences, dramatic skits, and simulations; schedule at least two learning activities per session; and capitalize on pulsed learning sequences, cooperative teaming,…

Combining the Copernican Plan (a block-schedule variation) and year-round schooling may make both proposals more palatable to the general public. Since the plan leaves facilities, teacher contracts, and current budgets virtually unchanged, serious public resistance is unlikely. Principals should first introduce Copernican scheduling and then use…

A Missouri study of 669 business education teachers (50% response) and a North Carolina study of 82 (59% response) found that block scheduling is viewed positively by most teachers, but it requires changes in planning and use of a wider variety of teaching techniques. (SK)