ABSTRACT
Secondary school scheduling has taken A prominent position in the list of educational concerns being addressed in this decade. Along with performance-based assessment, interdisciplinary education, inclusion, multiple intelligences in the classroom, bilingual education, multicultural education, and standards-based education—to cite a few of the issues facing school administrators—school scheduling has resurfaced in its unique 30-year cycle of intensive scrutiny. However, unlike the efforts for restructuring of school scheduling models in the 1930s and 1960s, the implementation of “intensive scheduling” designs during the 1990s is more widespread and more thoroughly documented and promoted than in preceding national movements for scheduling reform (Traverso, 1996).
