https://docs.google.com/a/student.columbia.k12.pa.us/forms/d/1WdzK__0DXYw1MeQJWEpP6DY8VvwelduRD8RqtDE7I40/viewanalytics
- In this analysis of 96 empirical responses of high school block scheduling, the authors report findings in and across 9-12 grade.
- Within the grades, data were inconsistent regarding whether teachers’ practice changes.
- Respondents like block scheduling because it improves their grades, increases focus, and allows them to engage in more classroom activities together.
- The respondents focus enhances much more when they have a longer period of time in class to do their work.
- The authors of this analysis offer generalization about block scheduling research, recommendation for further research, and discussion of implementation issues.