Mediterranean Journal of Social & Behavioral Research

• Bottge, B. J., Gugerty, J. J., Sherlin, R., & M. K. (2003). Block and traditional schedules: Effects on students with and without disability in high school. NASSP Bullitin, 87(636), 2-14. https://doi.org/10.1177/019263650308763602
• Brannon, M. D. (2020). Causal comparative study: The effect of school scheduling and academic outcomes of economically disadvantaged students [Doctoral dissertation, Stephen F. Austin State University].
• Brown, D. (2001). Middle level teachers’ perceptions of the impact of block scheduling on instruction and learning. Research in Middle Level Education Annual, 24(1), 1-13. https://doi.org/10.1080/19404476.2001.11658149
• Bryant, C., & Bryant, R. (2000). Social studies in the block schedule: A model for effective lesson design. The Social Studies, 91(1), 9-16. https://doi.org/10.1080/00377990009602435
• Childers, E. A. (2018). Effects of class scheduling and student achievement on state testing [Doctoral dissertation, Walden University].
• Clark, S. G. (2021). The Impact of block scheduling on student achievement, Graduation rate, and attendance at the high school level [Doctoral dissertation, Louisiana University].
• Cotti, C., Gordanier, J., & Ozturk, O. (2018). Class meeting frequency, start times, and academic performance. Economics of Education Review, 62, 12-15. https://doi.org/10.1016/j.econedurev.2017.10.010
• Daniel, L. G. (2007). Research summary: Flexible scheduling. NMSA. http://www.nmsa.org/Research/ResearchSummaries/FlexibleScheduling/tabid/1140/Default.aspx
• Dickson, K., Bird, K., Newman, M., & Kalra, N. (2010). What is the effect of block scheduling on academic achievement? A systematic review. University of London. https://discovery.ucl.ac.uk/id/eprint/10003672/
• Ellerbrock, C., Main, K., Falbe, K., & Pomykal Franz, D. (2018). An examination of middle school organisational structures in the United States and Australia. Education Sciences, 8, 168. https://doi.org/10.3390/educsci8040168
• Evans, W., Tokarczyk, J., Rice, S., & McCray, A. (2002). Block scheduling: An evaluation of outcomes and impact. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75(6), 319-323. https://doi.org/10.1080/00098650209603964
• Ferrari, R. (2015). Writing narrative style literature reviews. Medical Writing, 24(4), 230-235. https://doi.org/10.1179/2047480615Z.000000000329
• Flynn, L., Lawrenz, F., & Schultz, M. J. (2005). Block scheduling and mathematics: Enhancing mathematics standards-based instruction? NASSP Bullitin, 89(642), 14-23. https://doi.org/10.1177/019263650508964203
• Gargis, M. (2013). An investigation into the change from block to traditional scheduling in selected Alabama high schools [Doctoral dissertation, The University of Alabama].
• Gullatt, D. E. (2006). Block scheduling: The effects on curriculum and student productivity. NASSP Bulletin, 90(3), 250-266. https://doi.org/10.1177/0192636506292382
• Hackma, D. G. (2002). Block scheduling for the middle level: A cautionary tale about the best features of secondary school models. Middle School Journal, 33(4), 22-28. https://doi.org/10.1080/00940771.2002.11494680
• Hackmann, D. G. (2004). Constructivism and block scheduling: Making the connection. Phi Delta Kappan, 85(9), 697-702. https://doi.org/10.1177/003172170408500911
• Huebner, C. (2022). Benefits and barriers of block scheduling [Master’s thesis, Dordt University].
• Labak, I., Sertic Peric, M., & Radanovic, I. (2020). Effects of block vs. traditional scheduling on high school science success—Lessons from biology classes. Education Sciences, 10(8), 209. https://doi.org/10.3390/educsci10080209
• Labak, I., Sertić Perić, M., & Radanović, I. (2021). The effect of block class scheduling on the achievements of primary school students in nature and biology classes. Education Sciences, 11(9), 550. https://doi.org/10.3390/educsci11090550
• Landry, T. K. (2016). Block scheduling for 21st century school: A change leadership plan [Doctoral dissertation, National Louis University].
• Levy, J. J. (2020). Traditional and block scheduling: A comparative study of student achievement of English II end-of-course exam score and high school English teachers’ perspectives of scheduling models [Doctoral dissertation, Mississippi College].
• Lewis, C. W., Dugan, J. J., Winokur, M. A., & Cobb, B. R. (2005). The effects of block scheduling on high school academic achievement. NASSP Bulletin, 89(645), 72-87. https://doi.org/10.1177/019263650508964506
• Marchant, G. J., & Paulson, S. B. (2001). Differential school functioning in a block schedule: A comparison of academic profiles. The High School Journal, 84(4), 12-20. https://doi.org/10.1353/hsj.2001.0011
• Mizhquiri, L. (2019). White paper: The effects of block scheduling and traditional scheduling on high school student achievement. Dartmouth College. https://digitalcommons.dartmouth.edu/educ17whitepapers/1
• Nichols, J. D. (2000). Scheduling reform: A longitudinal exploration of high school block scheduling structures. International Journal of Educational Reform, 9(2), 134-147. https://doi.org/10.1177/105678790000900205
• Nichols, J. D. (2005). Block-scheduled high schools: Impact on achievement in English and language arts. The Journal of Educational Research, 98(5), 299-309. https://doi.org/10.3200/JOER.98.5.299-309
• Nogler, T. A. (2017). A quantitative causal-comparative study examining the effect of block and traditional bell schedules on cognitive load and mathematics academic performance in high school freshmen of the Southwestern USA [PhD dissertation, Grand Canyon University].
• Norton, M. K. (2010). A study of the impact of block scheduling on student academic achievement in public high schools [Doctoral dissertation, Walden University].
• O’Meara, N., & Prendergast, M. (2018). Time allocated to mathematics in post-primary schools in Ireland: Are we in double trouble? International Journal of Mathematical Education in Science and Technology, 49(4), 501-516. https://doi.org/10.1080/0020739X.2017.1409369
• Olsen, K. (2020. Effects of block scheduling vs traditional period scheduling on the academic achievement of middle school students [Master’s thesis, California State University].
• Pedersen, J. L. (2001). The effects of scheduling modes on high school student achievement in Iowa [Doctoral dissertation, Iowa State University].
• Pettus, A., & Blosser, M. (2014). Teaching science in the block. Routledge. https://doi.org/10.4324/9781315852829
• Pope, N. G. (2016). How the time of day affects productivity: Evidence from school schedules. Review of Economics and Statistics, 98(1), 1-11. https://doi.org/10.1162/REST_a_00525
• Queen, J. A. (2000). Block scheduling revisited. Phi Delta Kappan, 82(3), 214-222. https://doi.org/10.1177/003172170008200307
• Queen, J. A. (2009). The block scheduling handbook. Corwin.
• Randler, C., Kranich, K., & Eisele, M. (2008). Block scheduled versus traditional biology teaching—An educational experiment using the water lily. Instructional Science, 36(1), 17-25. https://doi.org/10.1007/s11251-007-9020-y
• Reinke, N. B. (2018). The impact of timetable changes on student achievement and learning experiences. Nurse Education Today, 62, 137-142. https://doi.org/10.1016/j.nedt.2017.12.015
• Rettig, M. D., & Canady, R. L. (2001). Block scheduling: More benefits than challenges. Response to Thomas (2001). NASSP Bulletin, 85(628), 78-86. https://doi.org/10.1177/019263650108562810
• Rice, J. K., Croninger, R. G., & Roellke, C. F. (2002). The effect of block scheduling high school mathematics courses on student achievement and teachers’ use of time: Implications for educational productivity. Economics of Education Review, 21(6), 599-607. https://doi.org/10.1016/S0272-7757(01)00045-0
• Roberts, K. C. J. (2016). Relationship of block scheduling to student achievement and learning activities [Doctoral dissertation, University of New England].
• Royal Education Council. (2019). The instructional time of 2019. The Royal Education Council. https://rec.gov.bt/
• Ryan, K., & Cooper, J. M. (2004). Those who can teach. Houghton Mifflin.
• Sjosten-Bell, W. (2005). Influence of time-of-day on student performance on mathematical algorithms [Master’s thesis, Dominican University of California].
• Smith, L. O. (2010). A longitudinal study of block scheduling versus traditional scheduling in Mississippi schools: Utilizing the Mississippi student assessment system and administrators’ perceptions [Doctoral dissertation, The University of Southern Mississippi].
• Smith, W. S. J. (2011). Student achievement in block and non-block schedule schools [Doctoral dissertation, University of Southern Mississippi].
• Spence, M. J. (2020). Block versus traditional scheduling in high school: Teacher and student attitudes [Doctoral dissertation, Linden University].
• Thomas, C. (2001). What is wrong with block scheduling? NASSP Bulletin, 85(628), 74-77. https://doi.org/10.1177/019263650108562809
• VanWeelden, H. (2015). School schedules and their impact on teacher job satisfaction [Master’s thesis, Dordt University].
• Williams, C. Jr. (2011). The impact of block scheduling on student achievement, attendance, and discipline at the high school level [Doctoral dissertation, Argosy University].
• Williams, K. M., & Shapiro, T. M. (2018). Academic achievement across the day: Evidence from randomized class schedules. Economics of Education Review, 67, 158-170. https://doi.org/10.1016/j.econedurev.2018.10.007
• Yesil Dagli, U. (2019). Effect of increased instructional time on student achievement. Educational Review, 71(4), 501-517. https://doi.org/10.1080/00131911.2018.1441808
• Zepeda, S. J., & Mayers, R. S. (2006). An analysis of research on block scheduling. Review of Educational Research, 76(1), 137-170. https://doi.org/10.3102/00346543076001137

APA

Dorji, K., Norbu, P., Lhendup, U., & Rai, B. R. (2023). Class schedules from international practices to the Bhutanese context: A review of literature. Mediterranean Journal of Social & Behavioral Research, 7(2), 51-57. https://doi.org/10.30935/mjosbr/12806

Vancouver

Dorji K, Norbu P, Lhendup U, Rai BR. Class schedules from international practices to the Bhutanese context: A review of literature. MEDITERR J SOC BEH RES. 2023;7(2):51-7. https://doi.org/10.30935/mjosbr/12806

AMA

Dorji K, Norbu P, Lhendup U, Rai BR. Class schedules from international practices to the Bhutanese context: A review of literature. MEDITERR J SOC BEH RES. 2023;7(2), 51-57. https://doi.org/10.30935/mjosbr/12806

Chicago

Dorji, Karma, Phuntsho Norbu, Ugyen Lhendup, and Bhoj Raj Rai. "Class schedules from international practices to the Bhutanese context: A review of literature". Mediterranean Journal of Social & Behavioral Research 2023 7 no. 2 (2023): 51-57. https://doi.org/10.30935/mjosbr/12806

Harvard

Dorji, K., Norbu, P., Lhendup, U., and Rai, B. R. (2023). Class schedules from international practices to the Bhutanese context: A review of literature. Mediterranean Journal of Social & Behavioral Research, 7(2), pp. 51-57. https://doi.org/10.30935/mjosbr/12806

MLA

Dorji, Karma et al. "Class schedules from international practices to the Bhutanese context: A review of literature". Mediterranean Journal of Social & Behavioral Research, vol. 7, no. 2, 2023, pp. 51-57. https://doi.org/10.30935/mjosbr/12806