The primary purpose of this research was to investigate how science teachers engaged students under the 4 x 4 block schedule and how the teachers' understanding of how they used instructional strategies influenced their lessons. As an inquiry-based approach has been adopted by the National Science Standards, research has suggested that block scheduling provides more time for teachers to incorporate varied teaching strategies such as inquiry-based teaching. This research investigated the questions: What instructional strategies do science teachers use to engage students on the 4 x 4 block schedule? How do science teachers understand their use of instructional strategies? The methodology was qualitative in nature and involved a multiple case study of three high school science teachers at a large rural county high school. Data sources included pre-observation interviews, classroom observations, post-observation interviews, and the collection of documents and artifacts such as lesson plans, student hand-outs, worksheets, laboratory exercises, homework and other document(s) the teacher used to prepare for or implement a lesson. The evidence observed in this study, suggests that the strategies used by these three science teachers remain mostly didactic in nature. Although the teachers reported in the interview phase that they use a wide variety of strategies, what was observed within the 4 x 4 block structure was the use of didactic strategies, not different strategies. Although the teachers were aware of more holistic strategies, such as inquiry-based and cooperative learning, they were not adopted nor adapted within the lesson. The three teachers used strategies that were consistent with their scientific realist views concerning the nature of science. These scientific realist philosophies are antithetical to a social constructivist approach to teaching and learning, which is what the National Research Council suggests science teachers adopt. / Ed. D.

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. / Ed. D.