Download or read book Educator s Perceptions of the Departmentalization Model in the Elementary Classroom written by April McCarry and published by . This book was released on 2021 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study is to gain access to educator's perceptions of the departmentalization model. Three school districts in southeastern, Pennsylvania participated in the study. Instruments used in this study included a research-designed survey, which consisted of Likert scale statements, open-ended questions, as well as individual, voluntary, interviews. A total of 56 teachers and a total of 14 administrators and central office staff completed the survey. A total of 19 teachers, three administrators, and three central office staff participated in individual interviews in an effort to gain a deeper understanding of educator's perceptions. The study was guided by four research questions aimed to grain teachers', administrators', and central office staffs' perceptions of the advantages and disadvantages of the departmentalization model. Results of the study indicate that educators are largely in favor of the departmentalization model and many agree on the advantages to the departmentalization model which include: teachers becoming content experts, teachers experiencing reduced planning time, as well as students being better prepared for middle school. Educator's reported a few disadvantages to the departmentalization model, which included: instructional time being cut short due to transitions between classrooms as well as a decrease in cross-curricular planning. Results of this study suggest that there are many advantages to the departmentalization model and the use of the model in grades 4-6.
Download or read book Teachers and Administrators Perceptions of Departmentalization in Elementary Schools written by Mary Elizabeth Day and published by . This book was released on 2019 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine administrator and teacher perceptions of the two primary classroom organizational structures in kindergarten through second grade within a rural East Tennessee school district: 1) departmentalized and 2) self-contained. Data were collected from seven elementary schools. The number of survey respondents were: 25 kindergarten through second grade teachers and eight administrators represented a 63% return rate for teachers and an 80% return rate for administrators. This researcher determined three primary categories among the administrator and teacher responses from both organizational structures: 1) student and teacher relationships, 2) classroom transition, and 3) academic planning. This researcher also determined there were advantages and disadvantages to both organizational structures in kindergarten through second grade. This researcher’s findings from administrator and teacher participants under both organizational structures were consistent with each other.
Download or read book A Qualitative Study on Teacher Perceptions of Self Contained and Departmentalized Classrooms at the Elementary Level written by Dana R. Wiggins and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom organizational structure and the impact on student achievement has been a major concern for decades for elementary teachers and administrators (McGrath & Rust, 2002). At the elementary level, the expectation is teachers are experts in all curriculum areas, and for elementary teachers these areas are English, language arts, writing, science, social studies, and math. Most elementary teachers believe they are generalists and are unable to be experts in every subject area. This concern has significantly influenced school administrators’ decisions about best practices and classroom organization to maximize student learning. One way administrators are addressing this problem is by departmentalizing and not having every teacher teach every subject (Carolan, 2013). The purpose of this study is to explore teachers’ perceptions on departmentalization and self-contained classrooms at the elementary school level. This study addresses three focus areas: teacher perceptions on departmentalized and self-contained classrooms, advantages and disadvantages of self-contained and departmentalized classrooms, and student achievement. The current study will use a qualitative approach to answer the research questions. Analysis of teacher perceptions in the forms of teacher and administrator questionnaires, focus groups, and interviews will help create a more comprehensive representation of departmentalization and its impact on student achievement as well as the advantages and disadvantages of departmentalization. Data collection and analysis will help to make instructional decisions for classroom organization.
Download or read book Self contained to Departmentalization written by Lynn Antoinette Horton and published by . This book was released on 2013 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the escalating accountability requirements under No Child Left Behind (NCLB), educators face intensified pressure to increase student achievement. As principals strive to meet the demands of federal and state mandates intended to close the achievement gap, schools often implement various organizational structures to help improve student achievement. Changing how schools and classrooms are organized for instruction as a strategy for school improvement has been one response to this pressure. Elmore, Peterson, and McCarthy (1996) believed that changing the way schools are organized will cause teachers to teach differently; hence students will learn differently, and the overall performance of schools will increase. Many organizational patterns in elementary schools have been controversial issues for decades. One of these issues is the implementation of departmentalized classrooms in the fifth grade. Because many elementary students receive their education in a self-contained classroom from one teacher who is responsible for teaching all academic subjects, the implementation of departmentalization may address the pitfalls of the self-contained organizational setting. In the departmentalized setting, teachers provide instruction in their area of specialization and students experience greater success. Furthermore, departmentalization may help elementary schools respond to state standards while seeking to produce higher achievement among students. Many studies have examined the impact of departmentalization on student achievement with numerous opinions on the issue. The literature, however, is dated and lacks empirical evidence. As very little research explores departmentalization at the elementary level, this case study explored how departmentalization impacted staff, students, and academic achievement at an urban elementary school in Mississippi. The data collection included interviews with teachers, surveys from staff and students, observations of classrooms and planning sessions, and analysis of Mississippi Curriculum Test, II (MCT2) data. The findings of this case study revealed students were exposed to multiple teaching strategies from teachers who were able to use their planning time to create learning activities and assessments for fewer subjects. As departmentalization enhanced the fifth grade teachers’ accountability for the students' academic and behavior performances, the teachers felt pressured into adjusting their lessons to the 90 minutes block schedule.
Download or read book Teachers and Administrators Perceptions of Content Area Specialization at the Elementary Level written by Kathryn M. Pacitto and published by . This book was released on 2020 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers' and administrators' perceptions of content area specialization at the elementary level. The study was conducted in two suburban school districts in southeastern Pennsylvania that utilize departmentalized structures within their elementary schools. Teachers and administrators from six elementary schools participated in this study through completion of an online questionnaire. Additionally, select participants were interviewed as a part of the data collection process. The data were collected and analyzed according to participant perspectives about the impact of content specialization on instructional practice and planning, professional learning, relationships with students and families, instructor expertise, student growth, and teacher satisfaction. The findings of this study indicated that teachers and administrators have similar beliefs about the impact of content area specialization. The majority of participants reported benefits associated with teacher content knowledge, confidence, improved instructional practices, focused professional development, planning time, peer collaboration, and student achievement. The data yielded challenges associated with content specialization including scheduling, arranging for common planning time for instructors, establishing relationships with students, parent communication, and establishing classroom culture. Because this study was limited to two school districts, the findings may not be generalizable to all elementary teachers and administrators within content specialization instructional models. However, the results of this study were largely supported by research and may benefit the field by contributing data regarding content area specialization at the elementary level.
Download or read book Elementary Mathematics Specialists written by Maggie B. McGatha and published by IAP. This book was released on 2017-02-01 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary mathematics specialists are teacher leaders who are responsible for supporting effective PK–6 mathematics instruction and student learning. The Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics, the National Council of Supervisors of Mathematics, and the National Council of Teachers of Mathematics, in a 2010 joint position paper on Elementary Mathematics Specialists (EMSs), all advocate for the use of EMSs to support the teaching and learning of mathematics. The specific roles and expectations of EMSs will vary according to the needs of each setting, “but their expertise and successful experience at the elementary level is critical” (p 1). Elementary Mathematics Specialists: Developing, Refining, and Examining Programs that Support Mathematics Teaching and Learning is AMTE’s latest resource supporting the important work of EMSs. It has five sections related to the preparation and professional development of EMSs: (a) Overview and Current State of Affairs; (b) Models of EMS Program Development & Delivery; (c) Supporting EMSs in the Field; (d) The Mathematics Specialist Research; and (e) Future Directions. The book provides support to EMS practitioners, program providers/developers, and researchers seeking to answer important questions about how to prepare Mathematics Specialists, support them in the field, and research their effectiveness.
Download or read book The Effectiveness of Departmentalization in Elementary Education as Compared to Self contained Classrooms written by Valeri Krebsbach and published by . This book was released on 2013 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Departmentalization has been a part of our educational practice for many years and is becoming a more common practice at the elementary level in the United States. However, it is difficult to support the idea of teaching by subject area when limited data exist to truly demonstrate the effects of departmentalization. Therefore, it is necessary to look at the benefits and challenges of departmentalization to begin to understand how the structure affects student achievement in elementary education. Although this quantitative study, which used a causal-comparative design, did not find statistical significance on overall district and state testing, there was statistical significance at a .05 significance level in math scores.
Download or read book Science Notebooks written by Lori Fulton and published by Heinemann Educational Books. This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The bestselling first edition of Science Notebooks inspired thousands of teachers to use science notebooks as a powerful way to help students reveal and develop their thinking about scientific concepts, engage in the work of scientists and engineers, and exercise language skills. Lori Fulton and Brian Campbell make the Second Edition even more valuable by showing how science notebooks support implementation of the Next Generation Science Standards as well as the Common Core State Standards for ELA. The authors have also added new material to every chapter, including: strategies to scaffold science notebook instruction how science notebooks help students develop explanations and arguments based on evidence strategies for collecting and analyzing science notebooks for formative assessment new interviews with scientists and engineers that spotlight the use of science notebooks in their work. Student samples and classroom vignettes from a variety of settings illustrate the transformative effect of science notebooks on students' scientific thinking as well as their literacy skills. Download a sample chapter
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 914 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Organization of Classrooms written by Candace Elaina Standberry Robertson and published by . This book was released on 2012 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher proposed to determine the perceptions of teachers and administrators on the importance of the move from self-contained to departmentalized classes. The study involved 18 participants, which included first through fifth grade teachers and administrators: principal, assistant principals, and master teacher. The study followed the explanatory mixed methods design: follow-up explanation model. The casual-comparative research design was used to collect the quantitative data. Both groups completed a questionnaire designed to determine their perceptions of self-contained and departmentalized classes. The phenomenological research design was used to collect qualitative data. Select participants from both groups: one teacher from each grade level and all administrators were interviewed to determine the perceived importance in the use of self-contained and departmentalized classes. [Partial Abstract].
Download or read book Teaching Transformed written by Roland Tharp and published by Routledge. This book was released on 2018-02-12 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: The social organization of teaching and learning, particularly in classrooms, has not yet been recognized as a foundational element of education. However, social constructionist views of human development, cognition, and schooling, as well as the increasing challenges of cultural and linguistic diversity, make it a vital concern for teachers, researchers, and policymakers. This book introduces the concept of educational social organization, assembles the pertinent theory and evidence, and suggests future directions for training and policy. }The four goals of school reform--academic excellence, fairness, inclusion and harmony--can be achieved simultaneously, by transforming the final common pathway of all school reform--instructional activity. Teaching Transformed is a new vision for classrooms, based on consensus research findings and unified practice prescriptions, explained and justified by new developments in sociocultural theory, and clarified by an explicit five-phase developmental guide for achieving that transformation. Teaching Transformed is both visionary and practical, both theoretical and data-driven, and determined to create effective education for all students. Professional educators, parents, and any reader concerned with saving our schools will find this book necessary to understand our current plight, and to envision a realistic means of transformation.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Otto E Miller Plaintiff Respondent Against Fred W Smythe Defendant Appellant written by and published by . This book was released on with total page 2124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Focus on the Wonder Years written by Jaana Juvonen and published by Rand Corporation. This book was released on 2004-03-25 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Download or read book The Elementary School Journal written by and published by . This book was released on 1928 with total page 866 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary School Teachers Perceptions of Their Campus Administrators written by Martha Moke-Gonzalez and published by . This book was released on 1992 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A comparative study of departmentalization and non departmentalization as forms of organization for the elementary school curriculum written by Margaret Rosene Rouse and published by . This book was released on 1945 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
