There is very little hard research on block scheduling. What follows are 39 ERIC citations that include block scheduling as a significant component. These citations reflect the inconsistency with which this new concept has been indexed in the ERIC database. The cites are divided into the following categories: Research Reports for Block Scheduling Block Scheduling (or variant) as an Identifier (ERIC controlled vocabulary term) Block Scheduling (or variant) as a Title Phrase Block Scheduling (or variant) as a Free Text Phrase Copernican Plan Access information is appended. ****************************************************************** RESEARCH REPORTS & BLOCK SCHEDULING: [N.B. - Only the first three cites of this 1st section reflect "block scheduling" as an identifier or title word; the remainder have "block scheduling" included as *one variable among others* in the given research reports.] ED382950 CS214828 Perceived Effects of Block Scheduling on the Teaching of English. Reid, Louann 15 Mar 1995 20p. EDRS Price - MF01/PC01 Plus Postage. Document Type: RESEARCH REPORT (143); POSITION PAPER (120) A study attempted to determine if block scheduling in secondary schools affected curriculum and student achievement in English courses. Interviews were conducted with 22 teachers, 4 principals and 1 former principal; questionnaires were collected from 44 students. Of these, 10 teachers, 3 principals, and 23 students were in schools with rotating block schedules; the others were in a normal block schedule. A block schedule consists of four 90-minute periods a day, rather than seven or eight 50-minute periods. A rotating block schedule consists of four 90-minute periods a day but retains the traditional schedule's eight period cycle; in other words, it takes two days--four periods in each day--to complete one cycle. While it was difficult to determine student performance under the block system, results showed that most of the teachers interviewed (90%) like the 90-minute periods. The most satisfaction seems to be with the rotating block schedule because the pace is less hectic. Also, most of the students questioned believed that they have improved in their ability to write. The results were mixed on students' perceptions about their improvement in overall achievement in English and in their ability to read and understand literature. However, even those who do not believe their abilities have necessarily improved under the block system said they would like to see it retained. (Evaluation questions are attached, as are sections on personal and electronic and print resources.) (TB) Descriptors: *Academic Achievement; Educational Research; *English Instruction; *Scheduling; Secondary Education; *Secondary School Curriculum; Student Attitudes; Student Needs; *Time Blocks; *Time Factors (Learning); Writing (Composition) Identifiers: *Block Scheduling ED291704 SP029925 Balancing High Quality Subject-Matter Instruction with Positive Teacher-Student Relations in the Middle Grades: Effects of Departmentalization, Tracking and Block Scheduling on Learning Environments. Report No. 15. McPartland, James M. Jun 1987 38p. EDRS Price - MF01/PC02 Plus Postage. Document Type: RESEARCH REPORT (143) This study tests the general hypothesis that there is no single best way to organize a middle school to meet the variety of needs of early adolescent students. Using data from a sample of 433 schools in the Pennsylvania Educational Quality Assessment, it examines the effects of self-contained classroom instruction and departmentalization on two generally agreed-upon educational goals-- positive student-teacher relations and high quality subject-matter instruction. The study finds self-contained classroom instruction benefits student-teacher relations at a cost to high quality subject- matter instruction, while departmentalization improves the quality of instruction in specialized subject matter at a cost to student- teacher relations. The same types of effects are proposed by analogy for scheduling and grouping practices. (Author) Descriptors: Ability Grouping; *Class Organization; Class Size; *Departments; Instructional Improvement; *Middle Schools; Secondary Education; *Self Contained Classrooms; Student Placement; *Teacher Student Relationship; *Time Blocks; Track System (Education) ED244711 JC840319 Summary of an Investigation into the Relative Effects on Student Performance on a "Block" vs. a "Non-Block" Scheduled Developmental Semester: Pretest-Posttest Control Group Design. Baylis, Clifford A., Jr. 15 Feb 1983 12p. EDRS Price - MF01/PC01 Plus Postage. Document Type: RESEARCH REPORT (143); STATISTICAL MATERIAL (110) In fall 1980, a block scheduled developmental semester was offered for the first time at the Boyce Campus of the Community College of Allegheny County. The program was composed of three integrated courses: "Man, Time, and Social Change," a social science elective; "Basic Writing Techniques," a developmental English course; and "College Reading and Study Skills," a social science elective. All students in the block were registered for specifically designated sections of each of the three courses. A study was conducted to compare the academic performance of an experimental group of block- scheduled students and a control group of non-block students. The study utilized pre- and post-test measures of students' attitudes, anxieties, and specific learning behaviors. Study findings, based on comparisons of block and non-block students on the pre- and post- tests and other measures of academic achievement, included the following: (1) there were no statistically significant differences between the groups on the pre-test results; (2) post-test scores showed statistically significant advantages in attitudes, learning behaviors, and learning anxiety for the block group over the non- block group; (3) other indicators favoring the block students over the non-block students included dropout rates (20% vs. 32.5%), absentee rates (4.2% vs. 13.5%), and grade point averages (2.31 vs. 1.31). (HB) Descriptors: *Academic Achievement; Community Colleges; *Developmental Studies Programs; Grade Point Average; *School Schedules; Two Year Colleges; *Two Year College Students Identifiers: *Block Scheduling ED379745 EA026474 Complex Instruction and Teaming: The Relationship between School Organization and the Introduction of an Instructional Innovation. Lee, Ginny; Filby, Nikola May 1994 20p. EDRS Price - MF01/PC01 Plus Postage. Document Type: RESEARCH REPORT (143) This document presents findings of a study that examined the impact of teacher teaming on the implementation of a comprehensive program of curriculum and instruction. The program, Complex Instruction (CI), was implemented in four middle schools in the Riverdale School District (Arizona), each of which utilized some form of teaming instruction. CI was designed to involve all students in higher order thinking. Data were collected from interviews with the principal, CI coordinator, and CI teachers at each of the four schools. Findings indicate that: (1) colleagueship was a plus for teachers; (2) in most cases, CI involvement helped to strengthen team identity and unity; (3) block scheduling was an important complement to teaming and to CI; and (4) implementation success depended in part on the fit between CI and other foci of team curricula. The data highlight the importance of voluntary teacher participation and conditions of support for program implementation. School leaders can build support by providing team planning time and developing professional- development norms and expectations for risk taking. Finally, CI influenced and was influenced by organizational structures and processes. One figure is included. (LMI) Descriptors: Collegiality; Educational Cooperation; *Integrated Curriculum; *Intermediate Grades; Interprofessional Relationship; Middle Schools; *Program Implementation; School Restructuring; Teacher Influence; *Teacher Participation; *Teamwork ED366070 EA025571 High School Restructuring: A National Study. ERS Report. Cawelti, Gordon 1994 85p. Available From: Educational Research Service, 2000 Clarendon Blvd., Arlington, VA 22201 (Stock No. 0174; $40 nonsubscribers; $20 subscribers). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: RESEARCH REPORT (143) This document presents findings of a nationwide study that examined the extent to which American high schools are implementing various restructuring activities. A survey mailed to principals in all of the nation's 10,365 regionally accredited public and private high schools elicited a 33 percent response rate. Seven indicators of major school restructuring are identified: outcome-based education (OBE); alternative assessment; interdisciplinary teaching; school- based management (SBM); block scheduling; business/industry alliances; and use of modems. Findings indicate a trend toward more participative management and leadership at the school level (one-half of the respondents reported shared school governance). Approximately one-quarter of the schools had established OBE, which provides specific learner outcomes for graduation, and about one-half had developed plans for collaborative social services. However, many schools reported limited use of distance learning, modems, and multimedia systems; comprehensive staff development programs; and monetary personnel incentives. Only seven schools reported general use of all seven indicators of restructuring. In conclusion, the rate of change in the nation's high schools overall is highly variable, but on the whole, the traditional institution remains dominant. A total of 8 figures and 11 tables are included. Appendices outline the 5 major components and the 38 specific elements of restructuring and their definitions and give the demographics of responding schools in tabular form. (LMI) Descriptors: Curriculum Development; Educational Assessment; *Educational Change; Educational Improvement; Educational Technology; *High Schools; Incentives; National Surveys; Participative Decision Making; School Based Management; School Business Relationship; School Community Programs; *School Restructuring ED349049 JC920436 Success and Retention Rates for Gateway U Classes, Spring 1992. Research Report #256. Kangas, Jon 25 Aug 1992 9p. EDRS Price - MF01/PC01 Plus Postage. Document Type: RESEARCH REPORT (143); STATISTICAL MATERIAL (110) In spring 1992, a program was initiated at San Jose City College (SJCC) in California to assist underprepared student entering reading, writing, and math courses below the level of transfer English and math courses. The program entitled Gateway U (GU), included the following components: weekly surveys of students during the first 4 weeks of class to determine if students understood their assignments, and if they wanted to see a tutor, talk with the instructor, or study with other students; a program assistant who immediately contacted students having difficulty; block scheduling of reading, writing, and math classes; student study groups; and assistance for students on visits to student services offices. A total of 259 students participated in GU. Success and retention rates were compared to the 796 students who were in remedial class sections that were not a part of GU. Program outcomes included the following: (1) 64% of the GU students (n=167) were successful in their courses (receiving letter grades of A, B, C, or credit) as compared with 45% of non-GU students (n=358); (2) class retention (of those receiving letter grades of A, B, C, D, or credit) for GU students was 72% (n=186) as compared with 53% for non-GU students (n=421); (3) 81% of the time (based on 22 of 27 comparisons) GU class sections had higher success rates than non-GU sections; (4) 85% of the time (23 of 27 comparisons) GU sections had higher retention rates than non-GU sections; and (5) 86% of the students in GU were ethnic minorities, including 52% Hispanic, 23% Black, and 5% Asian, compared with 73% ethnic minorities in non-GU sections. Data tables are included. (PAA) Descriptors: *Academic Achievement; Academic Persistence; Community Colleges; Comparative Analysis; *Developmental Studies Programs; Educationally Disadvantaged; Grades (Scholastic); *High Risk Students; Intervention; *Program Effectiveness; Program Evaluation; *Remedial Instruction; Remedial Mathematics; Remedial Reading; *Tutoring; Two Year Colleges; Two Year College Students Identifiers: *San Jose City College CA ED332352 EA023009 Alteration of Influence Relations in School-Based Management Innovations. Hanson, Marjorie Apr 1991 22p.; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). EDRS Price - MF01/PC01 Plus Postage. Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150) The extent to which school-based management actually altered influence relations between a district office and schools and between principals and teachers is examined in this report. Five innovative initiatives implemented in the Dade County Public Schools--peer evaluation, different teacher roles, block scheduling, school-within- a-school, and teachers as advisors--were evaluated. Methodology involved administrative reviews of individual school-based management pilot schools for 1988, 1989, and 1990, and analysis of proposals to formulate an estimate of impact using the Purdue Teacher Opinionnaire database. Findings indicate that while school-level discretion was allowed in some areas of decision-making, most deviations from regular policy were subject to approval by central office administrators. Within schools, teacher involvement altered teacher- principal relations, which were mitigated by principal supervision of the innovation and limited teacher involvement. Overall, the pilot school-based management project recorded no change in district/school relations and some change in teacher/principal relations. Factors for successful implementation include a supportive superintendent, a systematic training program, a pool of sponsored innovations, and increased knowledge of organizational behavior. The findings call into question the assumptions of increased efficiency through reorganization and increased innovation through autonomy. The appendix presents procedures for teacher peer evaluation. (16 references) (LMI) Descriptors: Decentralization; Educational Innovation; Elementary Secondary Education; *Institutional Autonomy; *Interprofessional Relationship; Peer Evaluation; *Personal Autonomy; Policy Formation; Power Structure; *Professional Autonomy; Program Evaluation; *School Based Management; School Restructuring; *Teacher Administrator Relationship Identifiers: *Dade County Public Schools FL ***************************************************************** BLOCK SCHEDULING AS AN IDENTIFIER, NOT RESEARCH REPORTS: 1 of 13 User-Defined Format, Sorted by Year of Publication EJ508253 EA530878 The New School on the Block. Schoenstein, Robert Executive Educator, v17 n8 p18-21 Aug 1995 ISSN: 0161-9500 Available From: UMI Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) Target Audience: Practitioners 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 to block scheduling. (MLF) Descriptors: Advanced Placement; High Schools; *School Schedules; *Teacher Attitudes; Teaching Methods; *Time Blocks; *Time Factors (Learning) Identifiers: *Block Scheduling; *School Culture 2 of 13 User-Defined Format, Sorted by Year of Publication EJ508252 EA530877 Wake Up Jones, Rebecca Executive Educator, v17 n8 p14-18 Aug 1995 ISSN: 0161-9500 Available From: UMI Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080) Target Audience: Practitioners 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) Descriptors: Elementary Secondary Education; *Participative Decision Making; *School Schedules; *Teaching Methods; *Time Blocks; *Time Factors (Learning) Identifiers: *Block Scheduling 3 of 13 User-Defined Format, Sorted by Year of Publication ED385504 SP036125 Intensive Education. Fallon, Karin Apr 1995 67p.; Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995). EDRS Price - MF01/PC03 Plus Postage. Document Type: REVIEW LITERATURE (070); CONFERENCE PAPER (150) This paper is a literature review of intensive education, or "macro block-scheduling." Intensive education is a change in the structure of secondary school organization. It involves organizing the school's schedule for efficiency and effectiveness so students study and teachers teach one subject for 30 days. Students stay with one teacher 4 hours a day, and teachers teach just one 4-hour academic class daily. Teachers and students work with one small group intensively for 30 days, or 120 hours, the equivalent of a Carnegie unit. This review focuses on the following relationships to determine whether they are valid and accurate: (1) intensive education reduces class size, lengthens class periods, and reduces the number of subjects that students take and teachers teach daily; (2) these changes in conditions facilitate the development of changes in the following processes--interactions, teaching methods, involvement with the subject matter, and teacher professionalism; and (3) these processes, made possible by the conditions created, provide opportunities for increases in academic achievement, better relationships, better attendance, and increased satisfaction. The literature appears to validate these relationships through the use of intensive education in private high schools, public summer school programs, block-scheduling in public high schools, and intensive education in colleges. However, to date, the literature reveals no study of intensive education in a public high school during the regular school year. (Contains 28 references.) (ND) Descriptors: Educational Environment; *Instructional Effectiveness; Literature Reviews; *School Organization; *School Schedules; Secondary Education; Teacher Effectiveness; *Time Blocks; *Time Factors (Learning) Identifiers: *Block Scheduling; *Intensive Scheduling 4 of 13 User-Defined Format, Sorted by Year of Publication ED384652 TM023874 Evaluation of a High School Block Schedule Restructuring Program. Guskey, Thomas R.; Kifer, Edward Apr 1995 21p.; Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995). EDRS Price - MF01/PC01 Plus Postage. Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150) This paper describes an interim evaluation of the Block Schedule Restructuring Program at Governor Thomas Johnson High School in Frederick, Maryland. The program began in the 1992-93 school year, when the school changed from seven 48-minute class periods per day to a block schedule format of four 90-minute class periods. Classes are conducted on a semester basis, with each semester lasting 18 weeks (90 instructional days). The evaluation is based on the first year and a half of program implementation. Student performance on various achievement tests and final course grades have not varied much, but the scores of African American students on the Maryland Functional Tests and scores on Advanced Placement Tests have markedly improved. Student daily attendance and dropout have not changed, but there has been a dramatic reduction in student behavior problems. Perceptions of both students and faculty members regarding the block schedule program are overwhelmingly positive, with nearly 70% of students and 95% of faculty indicating they prefer the new 4-period day. A few procedural problems need to be addressed and additional staff development is needed, but the program appears quite successful to date. Nine tables present study findings. (Author/SLD) Descriptors: Academic Achievement; Achievement Tests; Advanced Placement Programs; Attendance; Behavior Problems; Black Students; Dropouts; Evaluation Methods; *High Schools; Program Evaluation; School Restructuring; *School Schedules; Staff Development; *Student Attitudes; Teacher Attitudes; Test Results; *Time Factors (Learning) Identifiers: *Block Scheduling; *Governor Thomas Johnson High School MD 5 of 13 User-Defined Format, Sorted by Year of Publication EJ499183 EA530447 High School Restructuring: What Are the Critical Elements? Cawelti, Gordon NASSP Bulletin, v79 n569 p1-15 Mar 1995 ISSN: 0192-6365 Available From: UMI Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080) A 1993 National Study of High School Restructuring surveyed principals of 3,380 high schools concerning restructuring elements being used. Although 10-15% of U.S. schools are being restructured, few are simultaneously employing key elements (performance standards, authentic assessment, interdisciplinary curriculum, school-based decision making, block scheduling, community outreach, and instructional technology). (MLH) Descriptors: *Academic Standards; Change Strategies; *Community Involvement; Curriculum Development; Educational Technology; High Schools; *Interdisciplinary Approach; Models; Outreach Programs; Principals; Private Schools; Public Schools; *School Based Management; *School Restructuring; Surveys Identifiers: *Authentic Assessment; *Block Scheduling 6 of 13 User-Defined Format, Sorted by Year of Publication EJ464542 PS520431 Ability Grouping in the Middle Grades: Achievement Effects and Alternatives. Slavin, Robert E. Elementary School Journal, v93 n5 p535-52 May 1993 Thematic Issues: Middle Grades Research and Reform. ISSN: 0013-5984 Available From: UMI Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080) Reviews research on the effects of ability grouping on the achievement of middle school students. Found no or few effects of ability grouping for high, average, and low achievers in 27 studies. Alternatives to between-class ability grouping, including cooperative learning and within-class grouping, are discussed. (PAM) Descriptors: *Ability Grouping; *Academic Achievement; Adolescents; Case Studies; Cooperative Learning; Elementary Education; *Grouping (Instructional Purposes); *Heterogeneous Grouping; *Middle Schools; Preadolescents; Track System (Education) Identifiers: *Block Scheduling 7 of 13 User-Defined Format, Sorted by Year of Publication EJ402383 EA524120 Tracking the Middle Grades: National Patterns of Grouping for Instruction. Braddock, Jomills Henry, II Phi Delta Kappan, v71 n6 p445-49 Feb 1990 Available From: UMI Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142) To shed light on appropriate grouping practices for early adolescents, this article presents current data on using between- class grouping and regrouping in American schools serving this population, based on the 1988 Johns Hopkins University middle school survey. Findings show that learning opportunities in the middle grades remain highly stratified. Includes 13 references. (MLH) Descriptors: *Ability Grouping; *Educational Environment; *Educational Trends; *Grouping (Instructional Purposes); *Instructional Program Divisions; Junior High Schools; Scheduling; *School Organization Identifiers: *Block Scheduling 8 of 13 User-Defined Format, Sorted by Year of Publication EJ402340 EA524072 Parallel Block Scheduling: A Better Way to Organize a School. Canady, Robert Lynn Principal, v69 n3 p34-36 Jan 1990 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Genuine school reform demands the redistribution of staff, space, and time within individual schools. Parallel block scheduling lets each teacher work with smaller groups of students daily. Sample scheduling and reading placements are provided. Includes 10 references. (MLH) Descriptors: Elementary Education; Reading Instruction; *Scheduling; *School Organization; *School Schedules; *Small Group Instruction; *Teacher Distribution Identifiers: *Block Scheduling 9 of 13 User-Defined Format, Sorted by Year of Publication ED311003 SP030936 BLOCK Successful Alternative Format Addressing Learner Needs. Munroe, Mary Jeanne Feb 1989 8p.; Paper presented at the Annual Meeting of the Association of Teacher Educators (St. Louis, MO, February 18-22, 1989). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); PROJECT DESCRIPTION (141) A description is given of the development and implementation of the BLOCK Schedule Program, which provides an alternative format to the traditional high school schedule and has a time frame similar to that of a summer school schedule. The target population was high risk students at the sophomore and junior levels. Students attend BLOCK classes for 3 hours a day and complete a semester course in four and one-half weeks. They earn a semester credit with that course and move on to another block subject for the next four and one-half week unit. The courses taught in the first semester included blocks in English, algebra, biology, and physical-health education. This report describes specific program features and the results from the first year of operation. (JD) Descriptors: *Flexible Scheduling; Grade 10; Grade 11; *High Risk Students; High Schools; *Program Development; *Program Evaluation; *Student Needs; *Time Blocks Identifiers: Block Schedule Program 10 of 13 User-Defined Format, Sorted by Year of Publication ED303891 EA020713 The Washington Core Model of Middle School Organization. Burke, Alan M. Nov 1988 26p.; Paper presented at the Annual Meeting of the National Middle School Association (Denver, CO, November 9-12, 1988). EDRS Price - MF01/PC02 Plus Postage. Document Type: CONFERENCE PAPER (150); EVALUATIVE REPORT (142) This paper outlines, explains, and illustrates the core block model of scheduling, which allows students to spend more time with fewer teachers and encourages greater teacher interaction and ownership in the lives of their students. The core model has been used effectively with advisory programs, drop schedules, and exploratory blocks. It serves as an alternative to interdisciplinary teaming, and provides a workable method for small schools to adopt many researched-based middle level practices. Appended are 17 references and an 11-item annotated bibliography on middle school effectiveness. (Author/JAM) Descriptors: *Instructional Development; *Instructional Effectiveness; *Instructional Improvement; *Instructional Innovation; Junior High Schools; Middle Schools; *School Schedules; *Time Blocks Identifiers: *Block Scheduling 11 of 13 User-Defined Format, Sorted by Year of Publication EJ309946 EA518194 School Improvement without Additional Cost. Canady, Robert Lynn; Hotchkiss, Phyllis R. Phi Delta Kappan, v66 n3 p183-84 Nov 1984 Available From: UMI Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070) By focusing school schedules on teacher-directed instruction in reading and mathematics and developing a parallel-block master schedule, more efficient use can be made of classroom time without large expenditures of money or time for staff development. (DCS) Descriptors: Administrator Role; Efficiency; Elementary Secondary Education; Leadership; *Mathematics Instruction; *Reading Instruction; *School Effectiveness; School Policy; *School Schedules Identifiers: *Block Scheduling 12 of 13 User-Defined Format, Sorted by Year of Publication ED238663 RC014545 A Report of Innovative Rural School Programs In the United States. Barker, Bruce O.; Muse, Ivan D. Feb 1984 9p.; Paper presented at the National Conference of the People United for Rural Education (7th, Des Moines, IA, February 2-3, 1984). EDRS Price - MF01/PC01 Plus Postage. Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150) Ten innovative rural school programs are briefly described. Included are North Dakota's Mott School District #6 (316 students), which cooperates in a Multi-District Vocational Mobile Program bringing vocational education opportunities to isolated, rural students; Washington's Liberty School District (180 secondary students), where supervised correspondence courses have expanded curricular offerings to over 100 elective courses; and Iowa's CAL Community School District (241 students), which uses volunteers for adult continuing education and prekindergarten classes. Also described are Mount Ayr Community Schools (Iowa), where parents use "report cards" to indicate perceptions of teacher/school performance and problems; Wisconsin's Spring Valley School District (784 students), where vocational education classes in dairy cattle management use microcomputers; and South Dakota's Rutland School District (150 students), where modified block scheduling allows secondary students more study time and teachers more instructional time. Additional programs are New York's Sacketts Harbor Central School District (525 students), which offers secondary students a locally-oriented environmental safety course; Minnesota's Eagle Bend School District (378 students), with its own television station; Texas' Sabinal Independent School District (600 students), where students produce their own yearbook and the high school newspaper consistently wins state merit awards; and Kansas' Lorraine Unified School District (540 students), whose annual Seniors Honor Dinner honors outstanding seniors and their parents. (MH) Descriptors: Agricultural Education; Correspondence Study; *Educational Innovation; Elementary Secondary Education; Gifted; *High School Students; Microcomputers; Mobile Educational Services; Outdoor Education; Parent Participation; *Program Content; Program Descriptions; Rural Education; *Rural Schools; Safety Education; School Districts; *Small Schools; Student Publications; Television; Time Blocks; *Vocational Education Identifiers: Block Scheduling 13 of 13 User-Defined Format, Sorted by Year of Publication EJ277316 SO510957 Scheduling Sanity in the Elementary Schools. Curatilo, Joseph S. Music Educators Journal, v69 n8 p48-51 Apr 1983 Available From: Reprint: UMI Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120); CLASSROOM MATERIAL (050) Use of the music block schedule for elementary band, chorus, and orchestra programs has many advantages. For example, it eliminates the need to pull students from class and abates classroom teacher and music teacher friction. Solutions to other problems often encountered in scheduling are also discussed. (RM) Descriptors: Elementary Education; *Flexible Scheduling; *Music Education Identifiers: *Block Scheduling **************************************************************** BLOCK SCHEDULING AS A TITLE PHRASE NOT AS AN IDENTIFIER NOT RESEARCH REPORTS: 1 of 7 User-Defined Format, Sorted by Year of Publication EJ505014 EA530707 Dover Renew 2000: Implementation of a Block Schedule. Furman, Jan; McKenna, J. Bruce ERS Spectrum, v13 n2 p29-36 Spr 1995 ISSN: 0740-7874 Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) Describes an upstate New York high school's success at restructuring its schedule according to a modified Copernican Plan. The Dover Renew 2000 block schedule divides the school year into trimesters; each term has two 120-minute periods and a shorter interest block. This approach "dejuvenilizes" the high school and allows more focused, uninterrupted learning time. (MLH) Descriptors: High Schools; Pilot Projects; *Program Implementation; *School Schedules; *Student Responsibility; Success; *Time Blocks; *Time Management Identifiers: Carnegie Unit; *Copernican Plan; *Dover Union Free School District NY 2 of 7 User-Defined Format, Sorted by Year of Publication EJ504995 EA530680 What Can We Expect to See in the Next Generation of Block Scheduling? Shortt, Thomas L.; Thayer, Yvonne NASSP Bulletin, v79 n571 p53-62 May 1995 ISSN: 0192-6365 Available From: UMI Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080) Before attempting block scheduling reforms, some issues must be addressed, including information retention, transfer students, advanced placement offerings, electives, coordination of teacher and student schedules, and cost effectiveness. There are problems surrounding academic pacing, staff development needs, and time's interaction with other factors such as climate, empowerment, and governance. (MLH) Descriptors: Advanced Placement; *Cost Effectiveness; *Educational Change; Educational Environment; Governance; *Models; *School Schedules; Secondary Education; Staff Development; *Time Blocks; *Time Management Identifiers: Academic Pacing; Empowerment 3 of 7 User-Defined Format, Sorted by Year of Publication EJ504992 EA530677 Flexible Block Scheduling: It Works for Us Huff, A. Leroy NASSP Bulletin, v79 n571 p19-22 May 1995 ISSN: 0192-6365 Available From: UMI Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) After investigating alternatives, a Missouri high school adopted the eight-block flexible scheduling model. Instead of meeting 45-60 minutes every day, classes now meet 94 minutes every other day. Staff and students are enthusiastic. Longer instructional periods allow teachers to develop key concepts and use diverse learning activities and permit students better course selection. (MLH) Descriptors: *Academic Achievement; *Delivery Systems; High Schools; *Models; *School Restructuring; *Time Blocks Identifiers: *Tennessee (Memphis) 4 of 7 User-Defined Format, Sorted by Year of Publication EJ504991 EA530676 Block Scheduling: A Means to Improve School Climate. Buckman, Daniel C.; And Others NASSP Bulletin, v79 n571 p9-18 May 1995 ISSN: 0192-6365 Available From: UMI Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) Describes how two Orlando, Florida, high schools enhanced student success by implementing community-generated restructuring plans. Block scheduling helped improve attendance and grade point averages. Also, a survey of teachers and students disclosed school climate gains in the areas of safety, success, involvement, commitment, interpersonal competence, and satisfaction. (MLH) Descriptors: *Educational Environment; High Schools; *Program Implementation; *School Restructuring; *Strategic Planning; Student Reaction; Teacher Response; *Time Blocks Identifiers: *Orange County Public Schools FL 5 of 7 User-Defined Format, Sorted by Year of Publication EJ500194 SE553776 Building Block Schedules. Gerking, Janet L. Science Teacher, v62 n4 p28-30 Mar 1995 ISSN: 0036-8555 Available From: UMI Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) 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) Descriptors: Educational Change; *Scheduling; Science Education; *Science Instruction; Secondary Education; Teaching Methods; *Time Blocks 6 of 7 User-Defined Format, Sorted by Year of Publication ED375667 FL022520 Integrated Block Scheduling and Team Teaching in the STEP-UP Academic English Program at Tokai International College. Raker, Richard 7 Oct 1994 8p. EDRS Price - MF01/PC01 Plus Postage. Document Type: PROJECT DESCRIPTION (141) The academic English-as-a-Second-Language program at Tokai International College (Hawaii), designed to bring students' English language skills to a level at which they can take degree-related credit courses, is described. The program, originally designed as a traditional second-language curriculum, was revised to consist of 3- hour instructional blocks each morning, have a thematic curriculum, offer a learner-centered and collaborative approach, and be team- taught. It was also intended that the instruction be holistic, integrating content, time factors, and teacher and student input. After six academic terms using this approach, the program currently offers three levels of instruction based on language proficiency. Two instructors team teach and develop curriculum at each level. Analysis of the program so far has revealed that the topical focus has been effective and that the program supports different learning styles, integrates skills in a natural manner, provides students with opportunities to use varied skill-learning and practice techniques, creates fewer time constraints for teachers, allows students to become better acquainted, builds student and class camaraderie, and allows students more time to learn from each other. Problems encountered center largely on team teaching. Eight specific suggestions for better team teaching have resulted. (MSE) Contains 11 references. Descriptors: Curriculum Design; English (Second Language); *English for Academic Purposes; Liberal Arts; Program Evaluation; *Scheduling; Second Language Instruction; *Team Teaching; *Time Blocks; *Time Factors (Learning); Two Year Colleges Identifiers: *Tokai International College HI 7 of 7 User-Defined Format, Sorted by Year of Publication EJ457305 EA527599 Parallel Block Scheduling: An Alternative Structure. Canady, Robert Lynn; Reina, Joanne M. Principal, v72 n3 p26-29 Jan 1993 ISSN: 0271-6062 Available From: UMI Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142) A major organizational change is necessary to promote more equitable and effective instructional grouping schemes in schools. A palatable restructuring alternative that combines effective grouping with the flexibility to meet each school's needs is parallel block scheduling. This system capitalizes on teachers' strengths, promotes greater mixing of students, and provides uninterrupted direct instruction in critical subject areas. (six references) (MLH) Descriptors: *Ability Grouping; Elementary Education; *School Restructuring; *School Schedules; *Time Blocks Identifiers: *Greene County Schools VA; Instructional Grouping ***************************************************************** BLOCK SCHEDULING AS A FREE TEXT PHRASE, NOT AS AN IDENTIFIER OR TITLE PHRASE NOT RESEARCH REPORTS: EJ504996 EA530681 The 4:4 Block System: A Workable Alternative. Wilson, Cheryl NASSP Bulletin, v79 n571 p63-65 May 1995 ISSN: 0192-6365 Available From: UMI Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) A southwest Arkansas high school is meeting teachers' and students' needs with a reorganized 4:4 block schedule that changes the traditional arrangement (7 55-minute classes daily for 180 days) to 2 terms with 4 90-minute classes per term. Teachers can teach a concept, work with it, and discuss results in one class period. Students have homework in only three or four subjects. (MLH) Descriptors: High Schools; *Instructional Effectiveness; *Program Implementation; *School Schedules; *Time Blocks; *Time Management Identifiers: *4 x 4 Schedule EJ502948 EC610893 Redesigning the School Day: A User-Friendly Schedule. Rettig, Michael D.; Colbert, Chris K. Perspectives in Education and Deafness, v13 n4 p2-3,9 Mar-Apr 1995 ISSN: 1051-6204 Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Target Audience: Practitioners 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 related services. (PB) Descriptors: *Alternate Day Schedules; *Deaf Blind; Educational Planning; Intermediate Grades; Junior High Schools; Middle Schools; *School Schedules; *Time Blocks; Time Factors (Learning) EJ500195 SE553777 New Class on the Block. Day, Terrilee Science Teacher, v62 n4 p28-30 Mar 1995 ISSN: 0036-8555 Available From: UMI Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) 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) Descriptors: Biology; Chemistry; Educational Change; *Scheduling; Science Education; *Science Instruction; Secondary Education; *Teaching Methods; *Time Blocks EJ481309 EA529252 Organizing Time to Support Learning. Carroll, Joseph M. School Administrator, v51 n3 p26-28,30-33 Mar 1994 ISSN: 0036-6439 Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) The Copernican plan can help almost every U.S. high school decrease its average class size, increase its course offerings, substantially reduce teaching load, provide students with regularly scheduled seminars, establish a productive learning environment, and substantially increase learning mastery within present funding levels. Sidebars describe measurable gains from block scheduling and a Pennsylvania program. (MLH) Descriptors: Academic Achievement; *Change Strategies; *Cost Effectiveness; Faculty Workload; High Schools; Outcomes of Education; *Superintendents; *Time Blocks; *Time Management Identifiers: *Copernican Plan; Los Alamos Public Schools NM; Masconomet Regional School District MA; *Pennsylvania (Horsham) ED366076 EA025577 Reengineering High Schools for Student Success. Hot Topics: Usable Research. Kadel, Stephanie 1994 108p. Available From: NEFEC/SERVE, Route 1, Box 8500, 3841 Reid Street, Palatka, FL 32177 ($7; quantity discounts). EDRS Price - MF01/PC05 Plus Postage. Document Type: PROJECT DESCRIPTION (141) Target Audience: Practitioners This publication presents information on and strategies for re- engineering schools. Section 1, "School-wide Change," offers guidelines for changing school culture, using block scheduling, making classroom instruction more meaningful, and improving the transition from middle school to high school. Section 2, "Graduation Alternatives," discusses the characteristics of effective alternative programs for students at risk--including schools-within-schools and alternative schools--and strategies for helping students pass the GED exam. The third section, "Integrating Academic and Vocational Education," discusses eliminating the general diploma track, integrating academic and vocational education, providing students with work experiences related to their schools, and ensuring that all students receive adequate counseling as they make educational and career decisions. This document also offers profiles of several high schools in the southeastern United States that are successfully implementing re-engineering initiatives and provides shorter descriptions of other innovative efforts in the region. Appendices contain information on the dropout problem in the Southeast, two proposed schedules for the Copernican Plan, and samples of a parental and a student agreement form. Resources and references are also provided. (LMI) Descriptors: Curriculum Design; *Educational Change; *Educational Environment; *Educational Innovation; Graduation; High School Equivalency Programs; High Schools; Intermediate Grades; Junior High Schools; Middle Schools; Nontraditional Education; School Schedules; Vocational Education Identifiers: *SouthEastern Regional Vision for Education EJ474292 EA528791 Unlocking the Lockstep High School Schedule. Canady, Robert Lynn; Rettig, Michael D. Phi Delta Kappan, v75 n4 p310-14 Dec 1993 ISSN: 0031-7217 Available From: UMI Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080) The traditional seven-period high school schedule is undergoing intense scrutiny. New schedules are reducing class preparation time; permitting students to move ahead, attend alternating full-day vocational and academic programs, and perform community service during regular school hours; and allowing teachers more productive instructional modes. This article describes a 75-75-30 plan and an alternate-day block schedule. (MLH) Descriptors: *Efficiency; High Schools; *School Restructuring; *School Schedules; Teaching Methods; *Time Blocks; *Time Management EJ457212 EA527468 The Evolution to Middle Level School: Twenty Years of Effort. Lawton, Edward J. Schools in the Middle, v2 n2 p30-33 Win 1992 ISSN: 0276-4482 Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142) Two decades after helping a school begin the transition to middle level, observations are made of the results of middle school planning, implementation, and evaluation. Chief areas of focus were interdisciplinary teaming, block scheduling, exploratory activities, and an adviser-advisee arrangement. (MLF) Descriptors: *Educational Change; Guidance Programs; Interdisciplinary Approach; Intermediate Grades; *Junior High Schools; *Middle Schools; *School Effectiveness; *School Restructuring; Team Teaching; Time Blocks Identifiers: *Early Adolescents; *Outcome Based Education EJ445743 EA526828 Restructuring Middle Level Schedules to Promote Equal Access. Canady, Robert Lynn; Rettig, Michael D. Schools in the Middle, v1 n4 p20-26 Sum 1992 ISSN: 0276-4482 Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Ability grouping persists because few practical, financially feasible, and politically palatable alternatives have been explored. Built to accommodate a team of 6 teachers and 135 to 150 students, 1 Virginia middle school's parallel block scheduling plan exchanges tracking for a practical method of working with heterogeneous groups of students. (eight references) (MLH) Descriptors: *Ability Grouping; *Equal Education; *Heterogeneous Grouping; Intermediate Grades; Language Arts; Mathematics Instruction; Middle Schools; *School Restructuring; School Schedules; Science Instruction; *Time Blocks; *Track System (Education) EJ393523 EA523524 Cut Class Size in Half without Hiring More Teachers. Canady, R. Lynn; Fogliani, A. Elaine Executive Educator, v11 n8 p22-23 Aug 1989 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Explains parallel block scheduling, a technique that integrates critical reading and mathematical instruction with pullout programs and splits classes in half without increasing teaching staff. Details benefits, such as better use of instructional time, protection of student privacy, and easier teacher workloads. (MLH) Descriptors: *Class Size; *Faculty Workload; *School Schedules; *Teacher Student Ratio EJ378756 EA522622 A Cure for Fragmented Schedules in Elementary Schools. Canady, Robert Lynn Educational Leadership, v46 n2 p65-67 Oct 1988 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Now that regular elementary classroom teachers must plan their lessons around special "pull-out" programs, their responsibilities are compounded and their control over instructional time considerably diminished. This article discusses the benefits of parallel block scheduling as a possible solution. Includes seven endnotes. (MLH) Descriptors: Elementary Education; *Lesson Plans; *Planning; *Scheduling; *School Schedules; Teacher Responsibility; *Time Management ED281308 EA019373 The Copernican Plan: A Concept Paper for Restructuring High Schools. Carroll, Joseph M. 22 Feb 1987 28p.; Paper presented at the Annual Meeting of the American Association of School Administrators (New Orleans, LA, February 20- 23, 1987). EDRS Price - MF01/PC02 Plus Postage. Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150) Target Audience: Researchers; Policymakers The Copernican Plan is a way to organize high schools on the basis of research and experience concerning more effective and efficient instruction. Research indicates that large-block scheduling has proven to be very successful. In the plan, each student will enroll in one class at a time for about 4 hours each day for a period of 30 days. An alternative is to enroll in two classes of about 2 hours each day for a trimester. Curriculum instruction and credits will be based on mastery of course objectives. A block of 60 to 70 minutes each day provides teachers and students additional time for extra help, study, and planning. In the afternoon students participate in seminars of approximately 70 minutes for credits that would be awarded on the basis of successful participation rather than on mastery or examinations. Five kinds of diplomas will be offered, each with different credit requirements. The Copernican Plan allows teachers to concentrate on the individual students rather than on whole classes. Additional requirements for each student are reliable attendance, reasonable conduct, and an individualized educational plan. Appended are 11 notes. (MLF) Descriptors: Academic Achievement; *Change Strategies; Class Organization; Educational Change; Educational Environment; Educational Objectives; Grading; Graduation Requirements; *High Schools; Individualized Instruction; *Instructional Design; Instructional Improvement; Instructional Innovation; Learning Processes; Mastery Learning; *School Organization; Student Improvement; Teacher Student Ratio; *Time Blocks; Time Factors (Learning) Identifiers: *Copernican Plan; *Excellence in Education EJ320600 UD511666 Scheduling Practices and Policies Associated with Increased Achievement for Low Achieving Students. Canady, Robert Lynn; Hotchkiss, Phyllis R. Journal of Negro Education, v54 n3 p344-55 Sum 1985 Document Type: JOURNAL ARTICLE (080) Presents two basic parallel block elementary school schedules (schedules in which a block of time is scheduled for essential and/or desired small skill groups parallel to large instructional activities). Contends that parallel block scheduling in elementary schools can lead to improved instructional programs for low achievers. (GC) Descriptors: *Achievement Gains; *Class Organization; Elementary Education; Grouping (Instructional Purposes); *Instructional Improvement; *Low Achievement; Mathematics Instruction; Reading Instruction; *Small Group Instruction; *Time Blocks ************************************************************** COPERNICAN PLAN: EJ490904 EA529848 The Copernican Plan Evaluated: The Evolution of a Revolution. Carroll, Joseph M. Phi Delta Kappan, v76 n2 p104-10,112-13 Oct 1994 Available From: UMI Language: English Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080) The Carnegie structure, involving seven-period days and nine different locations daily, is an ineffective system. The Copernican plan changes school scheduling by lengthening instructional periods for fewer and smaller classes. The system should improve teacher- student relationships, lighten workloads, and introduce innovative evaluation and learning systems. A Massachusetts pilot affirms the Copernican approach. (MLH) Descriptors: Change Strategies; Educational Change; *Flexible Scheduling; High Schools; Pilot Projects; Program Evaluation; *School Organization; *School Schedules; *Student Evaluation; Teacher Student Relationship; *Time Management Identifiers: *Carnegie Unit; *Copernican Plan; Individualized Learning Plans; Massachusetts (Boxford) ********************************************************************* * To Order ERIC Journals and ERIC Documents Citations: * * * * References identified with an ED (ERIC document) number * * are cited in the ERIC database. Documents are available in ERIC * * microfiche collections at more than 1000 locations worldwide; * * ask for asistance with identifying your local ERIC Information * * Service Provider at (800) LET-ERIC. Documents can also be ordered * * through EDRS: http://www.edrs.com or (800) 443-ERIC. References * * with an EJ (ERIC journal) number are available through the * * originating journal, interlibrary loan services, or article * * reproduction clearinghouses: UMI (800) 248-0360; or, * * ISI (800) 523-1850. * *********************************************************************