Constructivism and block scheduling: Making the connection

Phi Delta Kappan

Volumn 85, Issue 9, 2004, Pages 697-702

  Hackmann, Donald G ^a  

^a IOWA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2542553442     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170408500911     Document Type: Review

References (44)

1. Allan C. Ornstein and Francis P. Hunkins, Curriculum: Foundations, Principles, and Issues, 3rd ed. (Needham Heights, Mass.: Allyn and Bacon, 1998).
2. Jacqueline G. Brooks and Martin D. Rettig, In Search of Understanding: The Case for Constructivist Classrooms (Alexandria, Va.: Association for Supervision and Curriculum Development, 1993).
3. Prisoners of Time: Report of the National Educational Commission on Time and Learning (Washington, D.C.: National Educational Commission on Time and Learning, 1994).
4. Richard F. Bowman, "If Block Scheduling Is the Answer, What Is the Question?," Clearing House, vol. 71, 1998, pp. 242-44.
5. Peter W. Airasian and Mary E. Walsh, "Constructivist Cautions," Phi Delta Kappan, February 1997, pp. 444-49.
6. Coalition of Essential Schools, "Ten Common Principles," www.essentialschools.org/aboutus/phil/10cps/10cps.html.
7. Breaking Ranks: Changing an American Institution (Reston, Va.: National Association of Secondary School Principals, 1996), p. 21.
8. Airasian and Walsh, op. cit.; and Karen R. Harris and Steve S. Graham, "Memo to Constructivists: Skills Count, Too," Educational Leadership, February 1996, pp. 26-29.
9. Airasian and Walsh, op. cit.; and Karen R. Harris and Steve S. Graham, "Memo to Constructivists: Skills Count, Too," Educational Leadership, February 1996, pp. 26-29.
10. William G. Cunningham and Paula A. Cordeiro, Educational Administration: A Problem-Based Approach (Needham Heights, Mass.: Allyn and Bacon, 2000).
11. Richard F. Elmore, "Teaching, Learning, and School Organization: Principles of Practice and the Regularities of Schooling," Educational Administration Quarterly, vol. 31, 1995, pp. 355-74.
12. Ibid.; and Mark Windschitl, "The Challenges of Sustaining a Constructivist Classroom Culture," Phi Delta Kappan, June 1999, pp. 751-55.
13. Ibid.; and Mark Windschitl, "The Challenges of Sustaining a Constructivist Classroom Culture," Phi Delta Kappan, June 1999, pp. 751-55.
14. Burton W. Gorman, Secondary Education: The High School America Needs (New York: Random House, 1971).
15. John D. McNeil, Curriculum: A Comprehensive Introduction, 5th ed. (New York: Harper-Collins, 1996); and Ornstein and Hunkins, op. cit.
16. John D. McNeil, Curriculum: A Comprehensive Introduction, 5th ed. (New York: Harper-Collins, 1996); and Ornstein and Hunkins, op. cit.
17. J. Lloyd Trump and Dorsey Baynham, Focus on Change: Guide to Better Schools (Chicago: Rand McNally, 1961).
18. Jeri Goldman, "Flexible Modular Scheduling: Results of Evaluations in Its Second Decade," Urban Education, vol. 18, 1983, pp. 191-228.
19. Robert L. Canady and Michael D. Rettig, 'Block Scheduling': A Catalyst for Change in High Schools (Princeton, N.J.: Eye on Education, 1995).
20. Michael D. Rettig and Robert L. Canady, "The Effects of Block Scheduling," School Administrator, March 1999, pp. 14-16, 18-20.
21. Donald G. Hackmann, "The Status of High School Scheduling in Illinois," Mid-Western Educational Researcher, Spring 1999, pp. 25-31.
22. Daniel C. Buckman, B. B. King, and S. Ryan, "Block Scheduling: A Means to Improve School Climate," NASSP Bulletin, May 1995, pp. 9-18.
23. Hackmann, op. cit.
24. Tony Wagner, "Change as Collaborative Inquiry: A 'Constructivist' Methodology for Reinventing Schools," Phi Delta Kappan, March 1998, p. 515.
25. Linda D. Wyatt, "More Time, More Training: What Staff Development Do Teachers Need for Effective Instruction in Block Scheduling?," School Administrator, September 1996, pp. 16-18.
26. Jodi Benton-Kupper, "Can Less Be More? The Quantity Versus Quality Issue of Curriculum in a Block Schedule," Journal of Research and Development in Education, vol. 32, 1999, pp. 168-77; and Wyatt, op. cit.
27. Jodi Benton-Kupper, "Can Less Be More? The Quantity Versus Quality Issue of Curriculum in a Block Schedule," Journal of Research and Development in Education, vol. 32, 1999, pp. 168-77; and Wyatt, op. cit.
28. Canady and Rettig, p. 12.
29. Windschitl, p. 754.
30. Canady and Rettig, p. 210.
31. Ibid., p. 29.
32. Michael Wronkovich, "Block Scheduling: Real Reform or Another Flawed Educational Fad?," American Secondary Education, June 1998, pp. 1-2.
33. Kurt Lewin, Field Theory in Social Science: Selected Theoretical Papers (New York: Harper and Row, 1951), p. 169.
34. Wronkovich, pp. 1-6.
35. Lorin W. Anderson and Herbert J. Walberg, Timepiece: Extending and Enhancing Learning Time (Reston, Va.: National Association of Secondary School Principals, 1993); and Wronkovich, op. cit.
36. Lorin W. Anderson and Herbert J. Walberg, Timepiece: Extending and Enhancing Learning Time (Reston, Va.: National Association of Secondary School Principals, 1993); and Wronkovich, op. cit.
37. Ann-Maureen Pliska, Matt T. Harmston, and Donald G. Hackmann, "The Relationship Between Secondary School Scheduling Models and ACT Assessment Scores," NASSP Bulletin, May 2001, pp. 42-55.
38. Block Schedules and Student Performance on AP Examinations: Research Notes, RN-03 (New York: Office of Research and Development, The College Board, 1998).
39. Yvonne V. Thayer and Thomas L. Shortt, "Block Scheduling Can Enhance School Climate," Educational Leadership, December 1998-January 1999, pp. 76-81.
40. David J. Bateson, "Science Achievement in Semester and All-Year Courses," Journal of Research and Science Teaching, vol. 27, 1990, pp. 233-40.
41. Block Scheduling in Texas Public High Schools (Austin: Office of Policy Planning and Research, Division of Research and Evaluation, Texas Education Agency, 1999), p. 24.
42. Elmore, p. 370.
43. Thomas J. Sergiovanni, Leadership for the Schoolhouse (San Francisco: Jossey-Bass, 1996).
44. Windschitl, p. 752.