The problems related to implementing 4 x 4 block scheduling in Virginia secondary schools: a descriptive case study of two schools

Abstract

American high schools have been criticized for failing to meet the demands of a rapidly changing society. These demands have resulted in the implementation of various educational reform measures and innovations.

One innovative effort in Virginia secondary schools has been the implementation of the 4 X 4 block schedule. In this scheduling arrangement, a student would complete four courses in a semester by attending four ninety-minute classes each day.

Change made in any organization is usually accompanied by problems. The purpose of this study was to determine the kinds and numbers of problems which were experienced related to implementing the 4 X 4 block schedule in Virginia secondary schools. This study also described some of the problem management strategies. In addition, the types of resources available and the relationship between the resources and the problem solutions were investigated.

The study involved surveying 28 schools which implemented the 4 X 4 block schedule during the 1994-95 school year. The survey instrument was used as an initial screening device to identify two schools for case studies which demonstrated unique or revelatory cases in the implementation of the 4 X 4 block schedule.

The case studies were conducted using interviews to gather in-depth information from key members of each school. The interview protocols were developed to correlate with the survey instrument. Data obtained through the interviews were analyzed.

The findings indicated schools that implement the 4 X 4 block schedule will encounter varied kinds and numbers of problems unique to each school. The problems may be related to administrative, instructional, or school climate issues.

The administrators at each school used their available resources and creativity to manage problems. Those problems not satisfactorily resolved remained under study.

In a school where the perception existed that the school system was willing to do anything it could to help, educators were more contented and creative in solving problems. The perception of limited and withheld resources in a school contributed to squelching the persistence in solving problems.

This study presented clear implications for practice.