Abstract
Block scheduling may be thrust on a school as a solution without the faculty ever being clear about the problem it is supposed to solve or how to handle the problems it creaets. Relying only on the voices of administrators or the blended voices of a whole faculty will not provide the details that an individual teacher's voice can offer. The public, researchers, and other educators need ways to access those individual voices as much as the teachers need the means to reach a larger audience.
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