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New Kids on the Block Schedule: Beginning Teachers Face Challenges

New Kids on the Block Schedule: Beginning Teachers Face Challenges Sally J. Zepeda, Ph.D. R. Stewart Mayers University of Georgia Introduction and Statement of the Problem Across the United States, an ever-increasing number of high schools have reevaluated their use of instructional time and have adopted some form of a block schedule. Block scheduling, an innovation grounded in Trump's (1959) Flexible Modular Scheduling Design, reorganizes the school day into extended blocks of time, each approximately 70 to 90 minutes. According to proponents of the block schedule, the reorganization of instructional time into longer, more flexible "blocks" offers possibilities to extend classroom experiences (Marshak, 1999), to reduce discipline problems (Hampton, 1997), to increase student attendance (Khazzaka, 1998) and to decrease failure rates (Hottenstein & Maletesta, 1993). Cawelti (1994) believes that block scheduling increases teacher planning time, decreases teacher load by reducing the number of students and preparations per teacher, and encourages teachers to vary teaching strategies. Literature on the problems of beginning teachers falls into one of two categories: those that deal with problems specific to novice teachers and strategies offered to alleviate those difficulties. To date, no study specifically examining problems of beginning teachers related to teaching within a block schedule could be found in the literature. The http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

New Kids on the Block Schedule: Beginning Teachers Face Challenges

The High School Journal , Volume 84 (4) – May 1, 2001

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Publisher
University of North Carolina Press
Copyright
Copyright © 2001 by The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

Sally J. Zepeda, Ph.D. R. Stewart Mayers University of Georgia Introduction and Statement of the Problem Across the United States, an ever-increasing number of high schools have reevaluated their use of instructional time and have adopted some form of a block schedule. Block scheduling, an innovation grounded in Trump's (1959) Flexible Modular Scheduling Design, reorganizes the school day into extended blocks of time, each approximately 70 to 90 minutes. According to proponents of the block schedule, the reorganization of instructional time into longer, more flexible "blocks" offers possibilities to extend classroom experiences (Marshak, 1999), to reduce discipline problems (Hampton, 1997), to increase student attendance (Khazzaka, 1998) and to decrease failure rates (Hottenstein & Maletesta, 1993). Cawelti (1994) believes that block scheduling increases teacher planning time, decreases teacher load by reducing the number of students and preparations per teacher, and encourages teachers to vary teaching strategies. Literature on the problems of beginning teachers falls into one of two categories: those that deal with problems specific to novice teachers and strategies offered to alleviate those difficulties. To date, no study specifically examining problems of beginning teachers related to teaching within a block schedule could be found in the literature. The

Journal

The High School JournalUniversity of North Carolina Press

Published: May 1, 2001

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