A Study of Teacher Perceptions of the Effectiveness and Critical Factors in Implementing and Maintaining Block Scheduling

The block schedule, also called intensive or macro schedule, has become a 'catalyst for instructional change in secondary schools" and a "major part of many reform efforts" (Canady and Rettig, 1996, p. xix). This type of schedule is "a needs-driven, research-based approach to the problem of restructuring the time element in the secondary school paradigm" (Hackmannn and Schmitt, 1997, p. 8). Block scheduling decreases the number of classes taught daily but increases the length of each class. Although this can be accomplished by many different designs, the 4 x 4 design is one of the more popular. Also called accelerated (Canady and Rettig, 1996), 2 x 4 semester, and semester block (Sessoms, 1995), the 4 x 4 block schedule has been adopted widely and seems to be growing in popularity. The 4 x 4 design divides the daily instructional time into four ninety-minute classes or periods. Each of these ninety-minute classes meets ninety days or one semester and covers the content of a year course. Therefore, the student can earn four credits toward graduation in one semester. Teachers teach three of the four periods each day and have a ninety-minute planning period. Teachers who have changed from the traditional Carnegie unit schedule to the block schedule view this change as positive (Carroll, 1994; Kramer, 1997a; Skrobarcek, Chang, Thompson, Johnson, Atteberry, Westbrook, and Manus, 1997; Wyatt, 1996). Averett (1994) found in his statewide study of teachers in North Carolina schools, that even teachers who had not favored going to the block schedule were supportive after experiencing it. Further, a status report of twenty-four secondary schools in Tennessee (Smith and McNelis, 1995) indicates that teachers who have experienced block scheduling are supportive. Surveys indicate that teachers believe they are more creative and generally more effective in block scheduling (Skrobarcek et al., 1997). Additionally, teachers and students share the opinion that block scheduling has had a positive impact on the school atmosphere and students' attitudes toward school (Carroll, 1994; Hackmann, 1995; Kramer, 1997b; Reid, 1996; Skrobarcek et al., 1997). Rettig and Canady (1996) suggest that this improved learning climate is one of the major reasons for the effectiveness of the 4 x 4 schedule. If block scheduling is as effective as the foregoing sources indicate, attention should be given to how it can best be introduced in traditional school settings, so that it not only realizes initial success but effectiveness over time. As with other organizational changes, when considering the shift from traditional to block scheduling, much planning and preparation must be done. Since this time variation calls for somewhat of a paradigm shift, it is important to create awareness in all of those involved: administrators, teachers, parents, students and community members. Reid strongly advocates significant stakeholder involvement in the decision to move to block scheduling. "Schools must seek the support of students and parents, either formally or informally" (1996, p. 26). He indicates that less than complete input from stakeholders may cause small pressure groups to impede implementation, making it at best difficult, if not impossible. Fleming et al. substantiate the requirement for involvement and endorsement by faculty since block scheduling requires whole-hearted faculty support for it to succeed (1997). Keeping them apprised of the changes occurring throughout the process is essential to maintaining faculty support, as well as that of community, parents, and students (Smith and McNelis, 1995). A proposal for block scheduling must be supported by preliminary on-site data, which will be helpful in gaining stakeholder support. Prior to implementing a change in their school, Day, et al. (1996) ". devoted much research, discussion, and study to determining if a block schedule would be advantageous to Maplewood students" (p. …