| This case study of two neighboring high schools investigated the effects of changing from traditional to block scheduling on three aspects of teaching and learning: pedagogy, understood as teaching strategy and methods; personalization, the fostering of teacher-student relationships and differentiated instruction; and student productivity, characterized by breadth and depth of learning. One school adopted the semester (4X4) block and the other the alternate day (A/B) block.; Data came from 17 interviews and a survey of 54 teachers. Interviewees were administrators, department chairs of academic subjects, and magnet program coordinators. Interviews and surveys elicited specific responses for the main effects; and the interviews included questions about the origins, rationale, and implementation of the block.; The 4X4 school had a long planning process, concrete goals, and ample teacher training; all contributing to overall faculty satisfaction. At the A/B school, planning was short, goals intangible, and teacher preparation minimal; all contributing to low satisfaction with the block. Benefits were more visible to teachers in the 4X4 than in the A/B where the change sometimes increased class size and teacher student-loads in core subjects.; Pedagogy changed at both schools. Teachers did multiple activities per period; lecturing decreased and small group work increased. Use of other methods increased minimally if at all. Concern for coverage of material overruled use of creative, but time-consuming pedagogy.; Personal relationships with students improved in the 4X4, but not in the A/B; the block supported improved identification of problems and remediation but little enrichment. Student focus, attention and engagement improved in the 4X4, and deteriorated in the A/B.; Productivity measured in test scores did not change. AP scores were maintained by double-blocking. Breadth increased as the number of courses at both schools. Depth of instruction improved in instances, but no efforts at authentic assessment, creation of products of understanding, or demonstration of mastery by exhibition emerged. Teachers agreed that the loss of overall teaching time in the block outweighed any advantages of length of period and was ultimately detrimental to students' educations. |
