Teachers will improve student learning if they attend to allocated time, engaged time, and student success rate. (Author)

Under a block schedule, students generally attend fewer but longer classes. Teachers who have tried the approach say they accomplish more in each class session and use a variety of teaching strategies and learning activities. A chart explains the most common varieties of block scheduling. (MLF)

Five years of block scheduling at Roy J. Wasson High School in Colorado Springs, Colorado, has reduced the stress levels for staff and students. Increases have occurred in the average daily attendance rate, in the percentage of students on the honor roll, and in the college-enrollment rate. A sidebar lists 10 suggestions for making the transition…

The implementation of block scheduling by a middle school for deaf and blind students is described. Longer class periods on alternating days were found to expand teachers' opportunities to plan interdisciplinary instruction that addressed individual learning styles. An extension center was developed to provide reinforcement, enrichment, and…

Maintains that many schools have changed to a form of block scheduling. Describes and discusses the impact of several models of block scheduling. Asserts that, when music educators understand the consequences of various scheduling options, they can be more credible participants in discussions of how best to schedule school time. (CFR)

Asserts that longer class periods must be approached and planned in a completely different manner than shorter periods. A 90-minute period requires a higher degree of teacher preparation and a critical focus on objectives and planning. Includes a summary of questions, predictions, and findings from teachers. (MJP)