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| Block Scheduling | 2 |
| Program Descriptions | 2 |
| Academically Gifted | 1 |
| Acceleration (Education) | 1 |
| Educational Benefits | 1 |
| Enrichment | 1 |
| Guidelines | 1 |
| High Schools | 1 |
| Parent Attitudes | 1 |
| Problems | 1 |
| Program Evaluation | 1 |
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| NASSP Bulletin | 2 |
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| Bugaj, Stephen J. | 1 |
| Queen, J. Allen | 1 |
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| Journal Articles | 2 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
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Peer reviewedBugaj, Stephen J. – NASSP Bulletin, 1999
A recent study conducted by the Mifflin (Pennsylvania) School District assessed effects of intensive (block) scheduling with students identified as gifted. Administrator and teacher respondents perceived that block scheduling can significantly improve services to secondary gifted students. However, program implementation does not automatically…
Descriptors: Academically Gifted, Acceleration (Education), Block Scheduling, Educational Benefits
Peer reviewedQueen, J. Allen; And Others – NASSP Bulletin, 1997
An evaluation of the 4 X 4 block schedule used in three North Carolina high schools elicited strong support from teachers, students, and parents. Schools planning to implement this model should review D. G. Hackman's guidelines covering faculty input, feedback procedures, training opportunities, teacher fatigue, holidays, classroom monitoring,…
Descriptors: Block Scheduling, Guidelines, High Schools, Parent Attitudes
