Block Scheduling is a 30-page compilation of nine articles written by science teachers whose school systems have successfully implemented a block schedule.

The main purpose of this resource is to describe the various ways in which a school day could be arranged to meet different needs, and to identify the issues and implications that arise when a school schedule is restructured. The stated audience is science educators: "We hope this publication will help all science educators learn from the successes of their colleagues" (p. vi).

Block Scheduling is a collection of articles from The Science Teacher written by classroom educators to share and emphasize the benefits a nontraditional schedule can bring to an inquiry-based science program. "Block scheduling often led to systemic reform as teachers and administrators dealt with a new set of conditions for learning" (p. vi). Both milestones and obstacles of block scheduling are discussed, and science activities that can be accomplished during longer class periods are cited.

Some of the positive changes mentioned in the articles, include:

• more classes per year (but fewer per semester), allowing students to take a wider variety of subjects;
• more group learning, student presentations, and hands-on or project-oriented teaching techniques;
• the opportunity for a more in depth use of technology;
• more time for assessment and analysis at the end of a lab or unit; and
• the chance for teachers to become more familiar with students' individual needs.

The Introduction states that "one factor is consistent among schools that proclaim success in block scheduling - professional development" (p.vi). Several of the authors stress that in-service training is crucial for teachers whose schools are undergoing a transition from traditional to block scheduling. This compilation would be very useful as part of this training, as it raises important issues and offers concrete suggestions for altering teaching strategies.

One reviewer suggested that professional development participants could be divided into groups, each of which is assigned a different article to read and discuss. The groups could then come together for a large-group discussion on the pros and cons of block scheduling that were described in the articles, as well as any other issues that arose during discussion. Additionally, participants could reflect on the ideas for how to structure an expanded class session, and suggest alternative activities to the ones listed in the articles. If a workshop session were long enough, participants could try some of the hands-on activities outlined in the articles and discuss how an expanded class period would enhance the students' understanding of the concepts. Other possible discussion topics could include how the benefits and implications of block scheduling compare and contrast with those for year-round scheduling, and how a switch to block scheduling would impact disciplines other than science. This resource presents several different types of scheduling regimes (e.g.,"4X4" block scheduling on a semester or yearly basis, plans with differing class period lengths, plans where classes meet every other day but all classes meet on Fridays, and year-round schools). Participants could debate the relative pros and cons of each.

This compilation is not intended to present a balanced portrayal of the block scheduling system, but rather lists several success stories. Few of the potential pitfalls are addressed, and readers should be aware of a bias in favor of block scheduling.