Micronesian Educator, Vol. 11 The Impact of Block Scheduling on

The Impact of Block Scheduling on Teacher Satisfaction

Lawrence J. Kodiyanplakk:al, University of Guam

Abstract

This paper reports a Guam study that examined teacher perceptions on the effect of block scheduling on teacher satisfaction, teacher attitudes, teaching strategies, the need for professional development of teachers, classroom management, and student attendance. Teachers in two large public schools that have adopted block scheduling were surveyed using a 50-item questionnaire. The results revealed that teachers in general were moderately satisfied with the implementation of block scheduling in their schools. Teachers expressed low level of satisfaction with their ability to use a variety of instructional strategies, and agreed that student discipline has improved. Teachers also expressed agreement with the fact that they have improved their attitude towards block scheduling. The study found that teachers did not feel that the adoption of block scheduling had any positive impact on student attendance.

Keywords: block scheduling; teacher perceptions; innovative scheduling; student achievement

Introduction

The improvement of schools, teaching practices, and student achievement continues to be challenges for schools, teachers, administrators, parents, and policy makers. Frequently we search for blanket remedies that promise simplistic solutions to the complex problems we face in schools. School restructuring is one such approach undertaken with the hope that changes in structure produce changes in teaching practices, which, in tum, produce changes in student learning and academic achievement. The study under discussion examines one type of school restructuring using the block scheduling approach.

The traditional class schedule of our high schools has remained somewhat unchanged for the past century. Of course, traditions in education are deep rooted and difficult to change. However, several factors have impacted the high school class schedules in the past decade. In response to criticism on the poor quality of public education, most school districts have increased the credit requirements for

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high school graduation. Some school districts now require their students to have as many as 24 Carnegie units or credit hours to obtain a high school diploma. This leaves little room for students who fail one or more classes to graduate on time with their peer group. In Guam, the traditional response to lack of credit hours for graduation purposes has been to offer summer school classes. In addition, many guidance counselors have directed their students to attend the adult-high school classes at the Guam Community College in order to make-up credits required for graduation. In the past two years, the Guam public school system has also implemented an evening high school program at George Washington High School and the Southern High Schools in order to provide additional opportunities for high school students to complete their graduation requirements.

However, students often become overwhelmed by the experience of handling multiple classes at different institutions. Most students end up in the evening school programs due to lack of motivation, poor study skills, insufficient academic preparation, and poor time management skills. Many of these students find it difficult to manage a class schedule of seven or more classes, teachers, and multiple class requirements at one or more schools.

The two schools that are involved in this study adopted block scheduling hoping that it will improve student achievement, teacher satisfaction, school discipline, attendance and other related factors. The value of implementing block scheduling at the high school level is positively documented by several studies (Carney, 2005; Reither, 1999; Williams, 2005). Teacher attitudinal surveys report positive support for initiating flexible schedules with extended periods of class times (Queen et al., 1998; Staunton & Adams, 1997). Science teachers have traditionally complained of the need for longer class periods to perform laboratory activities that need one or more hours to complete. In Guam, the implementation of the Alternative Learning Paths Curriculum (ALPS), which allows students to choose multiple paths in order to obtain needed credits for graduation, has made available a number of vocational paths for high school students in the school system. Some of these programs include food and beverage operations, hotel operations, marketing, various construction trades including carpentry and masonry, auto body repair, accounting, clerical and administrative support trades. Most of these programs require extended amounts of time for laboratory and practical training activities. A block schedule with longer class periods definitely improves the quality of these programs.

Although there are numerous types of block schedules, all are intended to enhance the student learning experience by providing longer periods of instructional time. Several hybrids and modifications of block scheduling exist. However, almost all represent some variation of two basic forms-the alternate-day (A/B) schedule (a method of block scheduling which requires students to attend three classes generally 90 minutes or longer on alternate days. Each class meets 90 times during

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Kodiyanplak:kal - The Impact of Block Scheduling on Teacher Satisfaction

the academic year) and the four-by-four (4 x 4) semester schedule (a method of block scheduling which requires students to attend four different 90 minute classes for five days a week for one semester).

Review of the Literature

The effects of block scheduling

A number of studies have been published recently discussing the effects of block scheduling on a variety of school outcomes (Farmer, 2005). The results, in general, were positive, but some studies have also reported negative outcomes of block scheduling (Tai, Dexter, & Sadler, 2006). Some of these studies concentrated on teacher effects and perceptions of effects, parent satisfaction, and student effects and opinions of block scheduling.

The proponents of block scheduling emphasize several potential benefits to the practice. Some of the commonly stated advantages of block scheduling include:

• Teachers have more time to facilitate in-depth learning activities during the longer class periods which is not easy to achieve in the traditional class schedule that may be 40 or 50 minutes long.

• Flexible scheduling patterns and fewer classes may help teachers employ more effective pedagogical practices such as group teaching and learning strategies.

• With fewer classes meeting each day, teachers have to spend less time on administrative activities such as taking and reporting student attendance, issuing admit slips, disciplining students who report to classes tardy, and distribution of materials for the class.

• Research in cognitive psychology suggests that student learning and long­term memory may be enhanced under conditions present in block scheduling

• Teachers work with fewer students at a time, allowing more personalized instruction and improved school atmosphere. In a traditional school with five or six class periods, teachers may have as many as 140 to 150 students each day. This number becomes nearly half in schools that use block scheduling.

Disadvantages of block scheduling

Block scheduling is not without its set of problems. In fact, critics of block scheduling cite several arguments against adopting this practice. Some of the commonly stated disadvantages are:

• Cognitive science shows that regular review, spaced out over a long period of time, is beneficial to long-term memory of subject matter. Block scheduling

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diminishes opportunities for review, especially where "year-long" courses are compressed into a single semester. Block scheduling has been criticized for lower content retention from one level of a subject to another and for the extensive time required for independent study outside the classroom.

• For students with short span of attention, 90 to 100 minute class periods may be too long. The length of classes greatly exceeds the students' attention span, thereby reducing level of engagement and effectiveness of learning activities.

• Students transferring from one school to another during the school year may encounter some problems, especially from a 4 x4 block. In fact, guidance counselors are concerned about students transferring from a traditional schedule to a block scheduled class where an entire semester's work may be lost by the transfer from one school to another.

General goals of block scheduling

Some of the commonly stated goals for adopting a block scheduling include the following:

• Reduce fragmentation of instruction by creating sufficient time to immerse students in the learning experience and cover materials more in depth.

• Allow flexibility for varied and creative forms of instruction, such as cooperative learning, interdisciplinary lessons, laboratory activities, and group projects that require more time

• Improve the quality of instruction and learning with manageable workloads. Each day, teachers prepare for fewer classes and meet fewer students, while students concentrate on fewer assignments and tests and less homework.

• Minimize effects of student transitions such as loss of instructional time or disruptive behavior in hallways.

Impact of block scheduling on teacher satisfaction and teacher attitudes

Many studies have reported the positive impact of block scheduling on teacher attitudes and school climate. A 1998 study of 24 high schools in several states found that block scheduling was highly valued by school administrators, teachers, and students (Hottenstein, 1998). Hottenstein's comparison of schools before and after the implementation of block scheduling found that 87 percent of teachers were satisfied with block scheduling. Based on a Massachusetts study completed in 2005, Carney (2005) reported that teachers, students, parents, and community members expressed satisfaction with block scheduling and preferred the block scheduling in comparison to the former traditional schedule that the schools used.

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Kodiyanplakkal -The Impact of Block Scheduling on Teacher Satisfaction

Block scheduling and teaching practices and strategies

Changes in teaching practices and teaching strategies are essential to the success of block scheduling. Some schools that shift to block scheduling shift the structure of the schools by changing the bell schedule without substantial changes in teaching practices. Teachers and students are used to the traditional class periods that are 45 to 50 minutes each. However, in a school that uses block scheduling, classes may be as long as 90-100 minutes. Without significant revisions in class time use, block scheduling results in lengthy lectures or multiple lessons forged together. Block scheduling offer teachers and students many instructional opportunities. Block classes provide time for extended lessons and greater continuity. Teachers realize that varied instructional strategies such as cooperative learning, inquiry method, group discussion, simulations and seminars can actively engage students in the learning process (Fanner, 2005).

Block scheduling and the need for professional development for teachers

Research shows professional development of teachers as a strong prerequisite for the successful implementation of block scheduling. Teachers often feel frustrated and feel they are unable to meet the demands of the block schedule, especially during the first year of implementation (Shortt & Thayer, 1999). Many teachers are uneasy about teaching in longer blocks of time. Many experienced teachers complain they feel unprepared to teach for the longer class periods. Clearly, careful planning and staff development must be made available for teachers in order to adapt to the demands of the block schedule. Continued training for teachers is important to provide need additional support and assistance.

Block scheduling and classroom management

A fifth purpose of the research was to determine if block scheduling contributed to fewer discipline problems in schools. One of the salient features of block scheduling is fewer passing periods during a school day. Teachers also have to cope with multiple entry and exit from their classrooms between classes which requires time to be spent for taking attendance, recording and reporting data to the school office related to absences and tardiness.

Kramer ( 1997) after examining seven studies on the effect of block scheduling and discipline concluded that there were considerable decreases in suspensions and discipline problems in schools that implemented the block schedule. Snow (2001), based on his study of seven high schools in south Mississippi, reported that school administrators strongly believed that the block scheduling results in fewer discipline problems. Snow also reported that teachers also felt that the block scheduling reduced discipline problems. However, students did not seem to think school schedule made a great deal of difference in the occurrence of discipline problems.

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Kodiyanplakkal - The Impact of Block Scheduling on Teacher Satisfaction

years for students who pass all their classes each semester. The school also runs summer and evening classes and allows students to earn credits by enrolling in these programs.

Data Collection

The survey for determining teacher perceptions of the impact of block scheduling on teacher satisfaction, teacher attitudes, teaching practices and strategies, the need for professional development, classroom management, and student attendance was administered at John F. Kennedy and Southern High schools in December, 2001. In order to encourage teacher participation, the school administrators set aside time during regularly scheduled faculty meetings at both schools to conduct the survey. Teachers were assured anonymity of their responses and were informed that only the tabulated results will be shared with the school administrators. I personally administered the surveys during the faculty meetings and collected all completed surveys from the teachers. A few surveys were left with the school administrators to be issued to teachers who were unable to attend the faculty meetings. The school administrators returned some completed surveys from teachers who did not attend the faculty meetings on the day of the data collection. Ninety-nine teachers at JFK. (79.2% of teaching population) and 57 teachers at Southern High School (45.6% of the teaching population) participated and provided their input.

The survey used was a 50-item questionnaire and the statements used were drawn from current literature on the different aspects of block scheduling. There were 50 statements dealing with teacher satisfaction, teacher attitude towards block scheduling, teaching strategies used by teachers in a block scheduled class, the need for professional development, classroom management, and attendance. The items ranged from general statements to specific ones.

A five-point Likert scale was used for rating the survey items. Teachers were asked to respond to each of the statements using one of five choices in the Likert scale. Values were assigned from 1 (strongly agree) to 5 (strongly disagree).Ano opinion response was assigned a valued of 3 and was placed in the mid-point range of the responses. Therefore, any score of less than the neutral value of 3 indicated some degree of support for the statement and any value of over 3 indicated some degree of support for the statement.

A split-half reliability analysis was conducted to determine the internal consistency of the survey instrument. The items were divided into two halves, with the items of the two halves matched for content and difficulty using the Kuder-Richardson (KR-20) procedure. The analysis indicated a high degree of internal consistency (0 .98) for the questionnaire that was used. Validity of the questionnaire items was determined by expert consultation. Faculty from the University of Guam and stakeholders from the Guam Public School System were consulted to determine the validity of the questions.

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Findings

Teacher satisfaction with block scheduling

There were seven statements in the survey addressing the level of teacher satisfaction with block scheduling as implemented at the two schools. The ~ean score for group of questions dealing with teacher satisfaction was 2.39 (see· Table 1). The highest rated item for teacher satisfaction was "I am able to interact with my students more because of the longer class period." The combined average for this item was 1.95. Teachers also gave high marks to the item "overall, I think our school made the right decision to adopt block scheduling." Teacher rating for this item was 2.16.

Although teachers were not overwhelmingly in support of block scheduling, they demonstrate some degree of support for the concept. It appears that teachers at John F. Kennedy high school are more in support of block scheduling than teachers at the Southern High School. The score on item number 50 ("overall, I think our school made the right decision to adopt block scheduling") received a score of 1.99 from teachers at JFK High School and 2.46 from teachers at the Southern High School. This indicates a greater degree of satisfaction at JFK High School when compared with the Southern High School.

Table 1. Teacher satisfaction with selected aspects of block scheduling

Block scheduling aspect SouthemHS JFKHigh Overall Mean SD Mean SD Mean SD

Teacher satisfaction with block scheduling 2.39 1.14 2.09 1.18 2.20 1.17

Teacher's attitude towards block scheduling 2.62 0.68 2.50 0.71 2.55 0.70

Variety of teaching strategies used in a block scheduled class 2.51 0.60 2.45 0.63 2.47 0.62

Need for professional development of teachers 2.42 0.58 2.48 0.74 2.46 0.62

Oassroom management under block scheduling 2.86 0.54 2.79 0.49 2.82 0.51

Student attendance and block schedule 2.84 0.86 2.82 0.75 2.83 0.79

Teacher attitudes and block scheduling

The teacher survey contained 11 items to determine teacher attitude towards block

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Kodiyanplakkal - The Impact of Block Scheduling on Teacher Satisfaction

scheduling. The results for the group of questions related to teacher attitudes were similar to the group of questions related to teacher satisfaction. As shown in Table 1, the average score for these 11 items were 2.62, indicating a small degree of agreement that teachers have a positive attitude towards block scheduling. Some of the items in this category included "Block scheduling positively impacts student learning and understanding of concepts in my content area" and "Block scheduling fosters higher order thinking skills in my students." There were no statistically significant differences between teachers at the two high schools and no noticeable differences between teachers teaching different subject areas or between male and female teachers on their attitude towards block scheduling.

Teaching practices and strategies

There were several statements in the survey to determine if teachers were using a variety of teaching strategies to teach in a block scheduled class and if they are able to maximize the instructional time in the class. Teachers agreed they know how to alter instruction based on student needs and that longer class periods allow more in depth discussion and study of topics. Teachers also stated that they now use more hands-on teaching activities and student centered teaching activities.

Teachers at both schools rated their skills to use a variety of instructional strategies to bring about student achievement moderately high. Table 1 has a summery of teachers' ability to use a variety of instructional strategies.

Need for professional development

One of the critical factors for the successful implementation of block scheduling is the professional development of teachers. Without such training, teachers are unable to maximize the extended instructional time available through the change. Teachers, in casual conversations, had indicated the lack of training in both schools. In fact, teachers at the Southern High School had complained informally that they had received no training as a part of the schedule change. So, one of the goals was to determine if teachers felt they needed additional training to successfully implement the block scheduling concept. There were seven questions in the survey that asked the teachers this question in different ways. The results for this group of questions have been presented in Table 1. Teacher responses indicate they are some what happy with the training they have received and did not specifically indicate they needed additional training. Teacher responses to the statement ("Teachers need additional training to learn about ways to encourage student participation in a longer class period") was 2.12, a moderate level of agreement that they needed additional training. However, they also stated that "I am confident and can plan interesting lessons to last the full block" with an average of 2.03, a contradiction in their perceptions.

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Results were further analyzed to determine if there were differences between the perceptions of teachers teaching different subject areas, between the perceptions of male and female teachers and between the perceptions of teachers at the two different high schools as it related to their need for professional development and training. Analysis indicated no significant differences between these variables and teacher perceptions on the need for professional development.

Classroom management

Teachers indicated a small degree of agreement with the items in the family of questions dealing with classroom management and school discipline. The survey contained nine questions to determine teacher perceptions of the relationship between block scheduling and classroom management and discipline. The overall average for this group of questions related to classroom management and discipline was 2.84 which indicate teachers virtually had no opinion regarding the relationship between block scheduling and classroom management and discipline.

Teachers rated the item "I am able to manage my classes better now" with an average score of 2.30, with no significant difference between the teachers from the two schools. They also mildly agreed with the statement "I have fewer disciplinary problems in my classroom" with an average score of 2.55. They felt that block scheduling did not contribute to more discipline problems. Teachers disagreed with the statements "There are more discipline problems because of the longer class periods" and "I am referring more students to the office these days" with an overall score of 3.49 and 3.64 respectively. However, teachers did not rate the item dealing with disciplinary problems in the hallways and outside the classroom favorably (2.63).

Results were analyzed to determine if there were differences between the perceptions of teachers teaching different subject areas, between the perceptions of male and female teachers and between the perceptions of teachers at the two different high schools. Analysis indicated no significant differences between these variables and teacher perceptions in relation to classroom management and discipline.

Student attendance

Teachers did not feel that adoption of block scheduling has had an impact on student attendance. The overall score for the group of items used to determine if student attendance is any better in a block scheduled school was 2.82, again a score close to having no opinion. They rated the item "student attendance has improved because of block scheduling with an average score of 2.97. This result indicates no agreement on the part of teachers. Teachers also had mixed feeling towards the statement that fewer students earn a grade of NC (no credit due to 11 or more unexcused absences). Teachers agreed with the statement that it is difficult to make up missed work for students who miss one or more days of instruction . ..

Kodiyanplakkal - The Impact of Block Scheduling on Teacher Satisfaction

Conclusion

Results from this study allow us to conclude that high school teachers in the two selected schools expressed low level of agreement that block scheduling has contributed to a higher teacher satisfaction and attitude towards block scheduling. The data also indicated that there was only a small degree of agreement that teachers are using a variety of instructional strategies in a block-scheduled class. There was no expressed need for professional development of teachers to better function under a block-scheduled environment. Teachers did not feel that block scheduling contributed to better classroom management or school wide discipline. Teachers also did not have strong opinions regarding block scheduling and student attendance.

The results indicate that block scheduling in itself does not ensure meaningful change. Existing literature suggests that schools must establish clear rationale and goals for moving into block scheduling. All aspects of the implementation must be carefully thought through with careful attention to factors such as providing training for teachers and preparing students to accept the change. The move to block scheduling will not be successful with out the collaborative partnership of administrators, teachers, students and parents.

References

Carney, S.C. (2005). The perceptions of high school teachers regarding the effects of block scheduling on instruction. Unpublished doctoral dissertation, Boston College

Farmer, L.S. (2005). Schedule type and its relationship to student achievement, attendance, and discipline in the high school. Unpublished doctoral dissertation, University of Virginia.

Hackman, D. G. (1995). Ten guidelines for implementing block schedule. Educational Leadership, 52(3), 24-27

Hottenstein, D. (1998). Intensive scheduling: Restructuring America's secondary schools through time management. Thousand Oaks, CA. Corwin Press

Irmsher, K. (1996). Block scheduling in high schools. Oregon School Study Council Bulletin, 38(6), 1-69

Kramer, S. L. (1997). What we know about block scheduling and its effects on math instruction. NASSP Bulletin, 81, 19-42

Reither, G. (1999). When there aren't enough hours in the day. Momentum, 30(2), 63-67.

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Shortt, T.L., & Thayer, Y. (1999). Block scheduling can enhance school climate. Educational Leadership, 56(4), 76-81

Staunton, J ., & Adams, T. (1997) what do teachers in California have to say about block scheduling? National Association of School Principles Bulletin, 81(588), 81-84.

Snow, A.L. (2001). Teacher, administrator, and student perceptions of the impact of block scheduling on high school discipline. Unpublished doctoral dissertation, The University of Southern Mississippi

Tai, R. H., Dexter, K.M., & Sadler, P.M. (2006). Traditional and block scheduling for college science preparation: A comparison of college science success of students who report different high school scheduling plans. The High School Journal, (89)4, 22-33.

West, M. (1996). Block schedule: Breaking the barriers. Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, New Orleans, LA. (ED 400 607)

Williams, T. N. (2005). A study of student achievement relative to innovative scheduling in schools: Block scheduling versus trimester scheduling. Unpublished doctoral dissertation, Texas A&M University .

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