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Block scheduling: Perceptions from within
Abstract
The purpose of this qualitative multiple case study was to explore the perceptions of three high school English teachers in regard to the effects of block scheduling on curriculum and instruction. The goal was to describe what it is like to teach English within a block schedule and provide a deeper understanding of the impact of block scheduling on the instruction of English. The study took place during the first semester of the second year of implementation of a 4 x 4 block scheduling format at "Altertime", a Midwestern high school. Data were collected through in-depth interviews with the teachers, observations of the teachers' classrooms, and examination of documents, such as syllabi, lesson plans, and curriculum guides, provided by the teachers themselves. Overall, based on the perceptions of these three English teachers, the results are primarily positive. Instructional strategies used during instructions have increased, as well as opportunities to know and assist students. The block schedule has also provided a more relaxed atmosphere, as well as more opportunities for field trips and interdisciplinary teaching. The scope of curriculum has decreased, but this has not been perceived negatively; instead, a greater focus has been placed on what is perceived as necessary for students to learn. In addition, the reduction of scope has been enhanced by a greater depth of content achieved within the classes. More in-depth learning and understanding of concepts, more retention of learning by the students, enhanced coverage of content and greater development of concepts have been achieved within the block schedule. Regarding planning, findings indicate that planning is more time-consuming in a block schedule and more specific plans are needed to instruct in a block schedule. In addition, planning was perceived as easier due to the variety of instructional methods possible within each lesson. However, the amount of planning time provided to these teachers was limited or not always available, primarily due to supervisory duties. Overall, the three teachers believed that the switch to block scheduling was a positive experience.
Subject Area
Secondary education|Language arts|Curricula|Teaching
Recommended Citation
Benton, Jodi Lynn, "Block scheduling: Perceptions from within" (1998). ETD collection for University of Nebraska-Lincoln. AAI9826078.
https://digitalcommons.unl.edu/dissertations/AAI9826078