Download or read book Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: School systems throughout the United States are obligated to meet requirements established by federal law and benchmarks established by state governments in student achievement. Therefore, understanding how children learn and the impact of learning environments may be factors in obtaining annual yearly progress (AYP) and improving student achievement. This study contributes to current research identifying teacher perceptions of learning practices and organizational structures needed to improve student achievement in upper elementary grades in public schools. The purpose of this study was to identify if associations exist between classroom organizational structures and student achievement (CRT/TCAP) scores. Quantitative data were used to distinguish grade organization in relation to student achievement using standardized test data. Demographic data were collected from 67 returned surveys representing six school systems in Northeast Tennessee. The statistical analysis revealed no significant differences in fourth and fifth grade student achievement scores in language arts, science, and social studies between students in self-contained and departmentalized classrooms. Although fourth grade students revealed no differences in math, fifth grade students had significant differences in 3 achievement math scores between those students in self-contained and departmentalized classrooms favoring departmentalized classrooms. Further analysis revealed no differences in student achievement scores for fourth and fifth grade students between teachers who favor and those who do not favor departmentalized or self-contained classrooms. The recommendations from this study include the use of a similar study to incorporate more school systems with a larger sample of teachers.

Download or read book School and Classroom Organization written by Robert E. Slavin and published by Routledge. This book was released on 2013-03-07 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because the organization of the classroom and the school provide the framework for teaching and learning, this important volume reviews research that focuses on specific issues including: achievement effects of alternative school and classroom organizational practices, ability grouping, departmentalization, special and remedial programs, evaluation processes, and class size. The studies utilize realistic evaluations rather than laboratory or experimental data, and do not prescribe particular practices.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Organizational Structure and Student Achievement written by Ashlee Langley and published by . This book was released on 2020 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine to what extent, if any, organizational structures for instruction, non-departmentalized or departmentalized, had on student achievement for students in Grades 3 through 5. Three elementary schools were selected for this study based on organizational structures for instruction. One elementary school was non-departmentalized for the 2017-2018 school year and departmentalized for the 2018-2019 school year. Additionally, two elementary schools, one non-departmentalized and one departmentalized, were selected based on demographically- and achievement-matched variables. In this study, overall mean scale scores were analyzed from the 2017-2018 and 2018-2019 school years Florida Standards Assessment (FSA) English Language Arts (ELA) and Mathematics using independent samples t tests. Analyses were also conducted by student subgroups, including English learners, economically disadvantaged, students with disabilities, and gender. Of the 67 independent samples t-tests conducted for this study, 54 were non-significant. Findings from the 13 significant results indicated that departmentalization as an organizational structure for instruction produced statistically significant results in Grade 4 for FSA ELA and Mathematics as well as for various student subgroups in Grade 4 including students with disabilities, economically disadvantaged students, and gender with small to moderate effect sizes. Moreover, significant results were also found for the Grade 3 English learner subgroup for both FSA ELA and Mathematics. Results for the English learner subgroup were mixed, however, demonstrating statistically significant results for departmentalization for FSA ELA and statistically significant results for non-departmentalization for FSA Mathematics with large effect sizes for both. The findings from this study contributed to the body of knowledge surrounding organizational structures for instruction and student achievement for Grades 3 through 5. The results of this study can used to help school district leaders and school-based leaders make decisions and create guidelines regarding organizational structure approaches in elementary school.

Download or read book Classroom Structures written by Mica Dmia Crayton and published by . This book was released on 2016 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary school teachers and principals are endowed with the significant challenge of caring for students' emotional, physical, and academic needs. In order for school leaders to be successful, they often pursue best educational practices that yield great support for students. The purpose of this study was to determine if there was a difference in the classroom learning environment, administrators' gratification, and teachers' satisfaction with departmentalization and self-contained classrooms for third and fourth grade students. The data and insights in this study were analyzed to compare the two classroom organizational structures. An analysis of the findings indicated the classroom-learning environment, administrators, and teacher satisfactions were inconclusive classroom.

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Departmentalized Education Classroom Model and Its Affect on Student Achievement in Upper Elementary written by Jeffrey Kirk Gilmore and published by . This book was released on 2016 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was a comparison of three different classroom models in upper elementary, 3rd grade to be specific. A departmentalized two-teacher team, a departmentalized three-teacher team, and a self-contained team participated in a causal-comparative post-test study focusing on student and teacher perception of the model. Its purpose was not to prove one to be best but to rather suggest there were options and school leaders must consider before determining the classroom model that best fit their teachers and students.

Download or read book School Organizational Processes written by Iksang Yoon and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overall purpose of this dissertation was to examine how school climate, leadership, and teachers’ belief systems are interrelated and how they jointly influence teachers’ classroom practices and students’ learning and development. This dissertation is structured as follows. In chapter 1, the overarching themes of the dissertation are introduced. In chapter 2, 3, and 4, three empirical studies are presented to examine the school organizational processes from various perspectives. In chapter 5, the dissertation concludes with an overall discussion of the main findings and their implications. In chapter 2 (manuscript #1), I examined the mechanism between teachers’ professional development experience and the quality of instruction teachers deliver. I conducted confirmatory factor analysis and structural equation modeling with the Teaching and Learning International Survey 2018 U.S. subsample (N = 2,127). I found that teachers’ perceived quality of their professional development experience was positively related to their use of effective instructional practices (i.e., clarity of instruction, cognitive activation, classroom management). Notably, collaboration among teachers and self-efficacy beliefs mediated this relationship. In chapter 3 (manuscript #2), I explored interrelationships among principals’ instructional leadership, collective efficacy beliefs of teachers, and classroom goal structures (i.e., mastery goal structure, performance goal structure). By using teacher survey reports (N = 1,001), I conducted confirmatory factor analysis and structural equation modeling to investigate these relationships. The findings showed that instructional leadership directly predicted mastery goal structure, but not performance goal structure. Furthermore, group competence facet of collective efficacy beliefs mediated the relation between instructional leadership and mastery goal structure. In chapter 4 (manuscript #3), I identified social and emotional competency profiles among elementary school students by adopting a person-centered approach. I used survey reports from 2,926 students (3-6 grades) and 142 teachers in 14 schools. The results demonstrated five distinct profiles based on six domains of social and emotional competency (i.e., compassion, emotion regulation, grit, growth mindset, hope, sense of belonging). These profile memberships were significantly associated with students’ socio-demographic characteristics as well as their teachers’ level of comfort with emphasizing social and emotional learning. Overall, these separate but related manuscripts complement each other to provide nuanced understandings of organizational processes by adopting different theoretical perspectives and methodological approaches. In investigating school organizational processes, the three manuscripts incorporate both teacher and student outcomes such as specific instructional practices, classroom climate, and students’ social and emotional development. The findings of these manuscripts contribute to the current line of research on school leadership, school climate, professional learning of teachers, and social and emotional learning. Moreover, by interweaving school, teacher, and student level aspects, meaningful implications can be drawn for educators and policymakers.

Download or read book Teachers Workplace written by Susan J. Rosenholtz and published by . This book was released on 1989 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Download or read book Exceptional Children written by Daniel Patrick Hallahan and published by . This book was released on 1994 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Shaping the Organization of Classrooms written by Yoonjeon Kim and published by . This book was released on 2015 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: With globalization, models of educational systems, school organizations, and teaching practices are increasingly being compared internationally. Heightened global competition and visibility of nations’ student achievement by international assessment has pushed nation-states to take the lead to enhance student achievement and improve formal schooling. Complex problem-solving skills and critical thinking are emphasized as necessary for the work, life, and citizenship in the 21st century. Ideas on how to equip the students with such skills in schools and classrooms travel around the world. Within this context, the present three-paper thesis uses an international comparative framework to study how classroom teaching and learning is interrelated with different macro-level factors, such as global institutional pressures, regional cultural factors, and national educational policies. In each of the three papers, I attend to different macro-level factors and examine how they impact social organization of classrooms, especially complex and procedural tasks, and student- and teacher-centered structure, and student achievement. In the first paper, I take an ongoing theoretical debate on global convergence/divergence and use them as a lens to examine the change of classroom practices over time. It tests the explanatory power of macro-level factors such as global institutional pressures and nation-specific factors for classroom practice and finds that convergence pattern vary by classroom practice dimensions. The second paper attends to East Asian countries, a world region that is renowned for their high achievement, but also notorious for their didactic instructional practice. The paper takes a step back and examines whether and how countries within the East Asian region are different from and similar to other countries in the world in terms of their classroom practices and student achievement. In it, I show that association patterns of instructional practices and student achievement at the between-country and within-country levels are distinct, reflecting different causal mechanisms that warrant further investigation at each level. The third paper focuses on yet another macro-level factor, standards-based educational policies. I take apart three key components of standards-based educational policy and examine how each of the elements affects complex teaching and student achievement. The findings show that each of the policy tools has distinct direct and moderating effects on classroom practice and student achievement. Data and methods The Trends in International Mathematics and Science Study (TIMSS) data is used in all three of the papers. For research on classroom instructional practice, an essential advantage of TIMSS over other international surveys (such as PISA) is that it includes measures of classroom practices comparable across countries and years. In order to address the research questions, I compile the rich micro-level data on students, classrooms, and schools in TIMSS with macro-level information drawn from various sources. Information on nations’ educational policy was derived from the TIMSS Mathematics Curriculum Questionnaire. Other country-level information such as economic development, linkage to world society, and regional location are derived from the Yearbook of International Organizations (Union of International Associations 2000), and World Development Indicators (World Bank 1999, 2007). Paper 1 The first paper contrasts two theoretical arguments on globalization of educational phenomena and examines how classroom instructional practices are explained by the contrasting frameworks. World Culture scholars argue that global institutional pressures shape educational structures around the world. These scholars have found mass schooling, curricular structure, and textbooks converge around a global model in countries with tighter link to the world society. Another line of scholars argues that nation-specific factors are more powerful in shaping educational practice, and thus national and local variation persists. But little is known about how classroom instructional practice fits into the trend and which of the macro-level factors—globalizing institutional forces or nation-specific factors—are more influential in shaping instructional practices inside classrooms. This paper examines changes in the extent to which classrooms demonstrate complex instruction or student-centered pedagogies across twenty-three nations, from 1999 to 2007, drawing on the TIMSS data. It shows that over time countries converged towards more student-centered and less didactic form of pedagogy and classroom organization. However, factors that explain convergence were not limited to the countries’ linkage to world society, as argued by world culture scholars. Distinct regional patterns persisted. Eastern European and Middle Eastern countries were most active in moving toward global models of instructional practice, while Asian countries were least susceptible to the global shift toward a more student-centered model. And countries with stronger central control of the curriculum tend to have smaller within-country variation. Paper 2 The second paper builds on one of the findings of the first paper. It focuses on one world region, East Asia, and further unpacks the association between classroom instructional practice and student achievement. East Asian countries have received much attention from other countries for their high performance in international assessments. Thoughtful small scale qualitative case studies with selective samples of schools and classrooms have introduced and revealed classroom practices and the social and cultural nuances of classroom organization in East Asian countries. These study findings are sometimes exaggerated and sometimes distorted to feed the discourses of domestic educational reforms. This paper examines these circulating beliefs about East Asian classrooms: teacher-centered and procedural instruction (the so-called East Asian educational paradox) and within-country homogeneity of practices, including equitable distribution of practices. TIMSS 2007 data is used to assess these beliefs. The findings show that while East Asian classrooms tend to be higher in teacher-centered instruction and lower in complex instruction on average, classrooms within each country vary considerably in the degree to which they adopt certain practices. Within each country, classrooms with more complex and student-centered instruction tend to show higher achievement; an opposite association was found when these phenomena are compared between countries. But when schools, classrooms, and student characteristics such as social class are taken into account, these positive effects of classroom instruction diminish or disappear. These findings suggest a need to rethink the assumption of homogeneity of schooling within East Asian nations and to be cautious in generalizing about East Asian classrooms based on national average features. Often, classroom practices prevalent in East Asian countries are celebrated as best practices to emulate, criticized for their rigidity, or simply regarded as non-importable due to the peculiarity of East Asian culture. But as this paper shows, East Asian countries face educational challenges similar to those observed in the U.S. and elsewhere. Once we acknowledge the commonality, a variety of research questions arise, which may guide future research. Paper 3 The third paper attends to another macro-level factor, national educational policy, and extends one of the results in the first paper. One major international movement in education policy is the push toward increasing standards-based reforms, especially ones that emphasize complex instruction, such as Common Core State Standards (CCSS) in the U.S. These national endeavors provoke some positive and negative reaction from historically decentralized nations. But little is known whether the national endeavors can increase complex teaching and learning in classrooms, a stated goal of many standards-based reforms. Standards-based educational policies tend to differ in their use of three levers – national curricular standards, prescribed instructional guides, and test-based controls. The third paper takes apart these three key components of standards-based educational policy and examines how each of the elements affects complex teaching and student achievement. I use data from 48 nations and 9,154 classrooms that participated in the 2007 TIMSS. Using national variation of the three policy components, and classroom practices and achievement, I show that nations that pressed uniform instructional guides tended to host classrooms with less complex instruction, and those with greater emphasis on national testing manifest lower achievement. Most importantly, the positive effects of complex instruction on student achievement were stronger when national curriculum standards and more specified instructional guides were in place. The findings of this study have broader implication for our understanding of theory of action of standards-based policies. It suggests that a broad caricature of standards-based policy—either as strong or weak—may be misleading; in fact each component of the policy differentially affects the level and the effectiveness of complex instruction. The findings have several implications for the U.S. debate on CCSS. First, they temper the willingness to use existing cross-state studies in the U.S. as direct evidence of the potential impact of a national scale policy at play. Second, they provide insights into how different arrangements and doses of the policy components—national curricular standards, instructional guides, and test-based control—may.

Download or read book A Comparison of Attitudes Toward School of Elementary Students in an Open space Team teaching Organization and a Self contained Classroom Structure written by Delorice Sykes Bell and published by . This book was released on 1976 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study to Examine Belief Patterns about Teaching Learning and Classroom Organization Among Teachers Administrators Engaged in Implementing Rational Management Models and Elementary Principals written by James Earl Ray and published by . This book was released on 1978 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Different Classroom Organizational Structures on the Achievement of Kindergarten and First Grade Pupils written by Thomas L. Steinhofer and published by . This book was released on 1980 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Atlanta Magazine written by and published by . This book was released on 2005-01 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Atlanta magazine’s editorial mission is to engage our community through provocative writing, authoritative reporting, and superlative design that illuminate the people, the issues, the trends, and the events that define our city. The magazine informs, challenges, and entertains our readers each month while helping them make intelligent choices, not only about what they do and where they go, but what they think about matters of importance to the community and the region. Atlanta magazine’s editorial mission is to engage our community through provocative writing, authoritative reporting, and superlative design that illuminate the people, the issues, the trends, and the events that define our city. The magazine informs, challenges, and entertains our readers each month while helping them make intelligent choices, not only about what they do and where they go, but what they think about matters of importance to the community and the region.

Download or read book Understanding the Factors that Influence the Grouping and Assignment of Students to Elementary Classrooms written by Elise M. St John and published by . This book was released on 2014 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: My dissertation examines the grouping and assignment of students to elementary school classrooms. Using a sequential mixed-methods design, I link classroom assignment outcomes (whether or not students are grouped and assigned to grade-level classrooms by prior achievement) to assignment practices to examine the factors that contribute to varying outcomes. Findings show that school educators value and work towards creating classrooms that balance student achievement across classrooms, although only some are successful at doing so. Schools that achieve ability balanced classrooms have more structured approaches to data use than those that don't. In these schools, principals played an important role in gathering and organizing student data to be used when making these decisions. These principals also actively engaged with teachers in the decisions about how to group and assign students to classrooms. When examining other factors that influence the grouping and assignment of students to classrooms, I found that perceptions of teacher effectiveness, and parental and teacher preferences played a role in these decisions. Perceived accountability pressures also influenced the degree to which educators focused upon student achievement data when forming classrooms. Inhabited institutions theory is utilized to understand how institutional logics may influence and explain varying practices in different school contexts. These findings have implications for educators, policymakers, as well as researchers of educator effectiveness. For educators who value classrooms that are not differentiated by ability, these findings suggest promising practices toward creating ability balanced classrooms. These findings also highlight important implications that individual accountability policies may have upon educator practices and preferences with regard to classroom assignments. Finally, these findings inform the assumptions that teacher effect measurements rely upon, hopefully offering insight that may be used to improve the accuracy of these models.