Abstract
Middle level teachers who implemented a 4 X 4 semester block schedule were interviewed to determine their perceptions of the effects on instructional strategies and curricular decision making. Ten teachers from two middle level schools in the mid-Atlantic region of the United States were interviewed. Respondents report the use of more active instructional strategies. The majority of respondents believe that the amount of curricula studied must be altered to adjust to this alternative scheduling format. Teachers believe that young adolescents’ learning is positively influenced by block scheduling. The 4 X 4 semester block schedule was not found to promote the development of interdisciplinary studies or teacher teaming.
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