The author describes the operations of the Gill School of Bernardsville, New Jersey, where every student takes each course for five hours a day, five days a week, for a five week period. Any six blocks constitute a full year's work. Results indicate that concentrated learning creates greater subject understanding. (Author/JB)

A national study was designed to examine open-space education in Great Britain. The study's purpose was to provide an accurate, comprehensive description of the teaching-learning processes within such schools and their administrative and architectural services in order that policy implications could be delineated. (Author/DB)

Describes Allegheny Community College's block scheduling project, which centers remedial courses around a core history course, and its impact on the academic achievement and persistence of the developmental students involved. Looks at students' evaluation of the blocking experience. (AYC)

Time allocated for social studies instruction showed a very slight correlation with fifth graders' achievement in that subject, suggesting that "allotted time" should be carefully qualified when used as a variable in assessing instruction. (Editor)

A study of the loss of instructional time experienced by elementary school students in the Austin Independent School District compensatory education programs resulted in the unexpected findings that both Title I and Non-Title I schools spent more than one-fifth of the school day in noninstructional activities. (MH)

Describes a committee's efforts to revamp schedules to improve their high school's elective course options, provide equitable teacher-preparation time, and use instructional time productively. From three viable schedules (a four-period block, alternating-day schedule; a five-period trimester with a flexible period; and a modified trimester plan…

One schedule innovation--the four-period day and semester-length courses--is revamping North Carolina and Virginia high schools. At Orange County (Virginia) High School, a simplified and flexible 4-year 9-13 semester-block program is helping kids complete more courses, receive better grades, and take and pass more advanced-placement exams. (MLH)

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)

Discusses the affordability of implementing interdisciplinary teaching teams and block schedules in middle schools. Argues that the benefits of these school schedules and models make them worth the investment of time and money it takes to implement them. (JPB)

This paper examines the organization and representation of time in certain kinds of undergraduate programs, here represented by a sociology program in a US university. Written requirements for the major are analyzed as constituting a "chart" that defines academic time in terms of units of before-after relationships. The paper shows how students…

Block Scheduling has been considered a cure for a lengthy list of educational problems. This report reviews the literature on block schedules and describes some Oregon high schools that have integrated block scheduling. Major disadvantages included resistance to change and requirements that teachers change their teaching strategies. There is…

This digest examines problems inherent in the traditional school scheduling pattern. It offers block scheduling as an option and describes variations in block schedules. It then looks at the benefits and challenges of block scheduling and concludes with a few suggestions for making the transition. Proponents argue that block scheduling allows for…