Research Paper on:
Traditional Scheduling vs. Block Scheduling

Unformatted Sample Text from the Research Paper:
the traditional modal of the same five or six classes per day every day is really not effective. It becomes even less effective in schools that schedule students into six  or eight classes per day. In 1984, John Goodlad wrote and said that the traditional scheduling structure is not productive; it "does not allow time for individualized instruction, for extended  laboratory work, or for redemption and enrichment" (Queen, 2000, p. 214). Goodlad went on to point out that students had to use an enormous amount of energy just getting back  and forth to all their classes and he recommended that schools change the schedule to allow more time in each class (Queen, 2000). In the early 1990s, Cawelti made  a number of recommendations to improve schooling, including block scheduling (Queen, 2000). By 1994, Cawelti reported that about 40 percent of schools in this country were using some sort of  block scheduling and the number was increasing (Queen, 2000). Traditional scheduling is the type of schedule where students attend the same classes at the same time every day. Block scheduling  is one alternative many schools are adopting. There is no single mode for block scheduling but with all models, students attend each class for a longer period of time (Irmsher,  1996). For example: * Alternative day schedules mean that six or eight courses are spread out over two days. In this model, teachers meet with half their students each day  (Irmsher, 1996). * Schools are divided into two semesters with each course being completed within one semester. Usually, the schedule is set in 90-minute blocks of time with four blocks  each day (Irmsher, 1996). * Schools are divided into trimesters, each of which is 60 days long. The schedule includes two large blocks of time and three standard or traditional