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ERIC Number: ED382950
Record Type: RIE
Publication Date: 1995-Mar-15
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Perceived Effects of Block Scheduling on the Teaching of English.
Reid, Louann
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)
Publication Type: Reports - Research; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Block Scheduling