| This study examined the impact, actual or perceived, of block scheduling versus traditional scheduling in America's secondary schools. Specifically, the study attempted to remedy the lack of research on the efficacy of block scheduling as measured by six themes developed by the National Association of Secondary School Principals (NASSP): personalization, coherently, use of time, technology, professional development, and leadership.; The study used the descriptive survey method. Two high schools were selected to be surveyed: the first, a traditionally scheduled school in Connecticut; the second, a block scheduled school in Massachusetts. Prior to the survey, the schools were compared in aspects ranging from demographics to philosophy of education to school resources. The survey questioned teachers and senior students about their perceptions of how well their respective schools had realized the six NASSP themes.; Data from the survey showed no difference between the schools in terms of personalization, coherency, and professional development. Traditional teachers perceived a significantly better use of time. Block scheduled teachers perceived significantly better use of technology and closer to realizing the goal of improved leadership. Students at the two schools expressed no significant difference in the realization of personalization. Students at the block scheduled school perceived to a significant degree that the school was realizing the themes of coherency, time usage, and effective use of technology. |
