Descriptor
| Block Scheduling | 2 |
| Principals | 2 |
| School Schedules | 2 |
| Time Factors (Learning) | 2 |
| Academic Achievement | 1 |
| Achievement Gains | 1 |
| Administrator Responsibility | 1 |
| Class Size | 1 |
| Cognitive Style | 1 |
| Cost Effectiveness | 1 |
| Diversity (Student) | 1 |
| More ▼ | |
Source
| Principal | 1 |
| Principal Leadership | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
| High Schools | 1 |
Audience
Location
| North Carolina | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkChilders, Gary L.; Ireland, Rebecca Weeks – Principal Leadership, 2005
In education, there is no one best way to do anything. There are compelling reasons why some courses should be taught in longer segments of time, which the block schedule provides. There are also compelling reasons why some classes should be taught in shorter segments. At Watauga High School in Boone, North Carolina, an alternative schedule that…
Descriptors: Principals, Block Scheduling, School Schedules, High Schools
Canady, Robert Lynn; Rettig, Michael D. – Principal, 2001
Today's elementary principals must address three major issues related to scheduling: providing quality time for teaching and learning; dealing with class size; and varying learning time for students who learn at different rates. Parallel block scheduling offers a flexible, cost-effective strategy for achieving these ends. (MLH)
Descriptors: Administrator Responsibility, Block Scheduling, Class Size, Cognitive Style
