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Peer reviewedHuff, A. Leroy – NASSP Bulletin, 1995
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…
Descriptors: Academic Achievement, Delivery Systems, High Schools, Models
Peer reviewedShortt, Thomas L.; Thayer, Yvonne – NASSP Bulletin, 1995
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…
Descriptors: Advanced Placement, Cost Effectiveness, Educational Change, Educational Environment
