Download or read book Self contained Versus Departmentalized Settings in Urban Elementary Schools written by Diamond Marie Jack and published by . This book was released on 2014 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Elementary School Structures written by Larry Dwayne Ponder and published by . This book was released on 2013-01-16 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary third and fourth grade classrooms were found to be primarily structured in two configurations. Self-contained classrooms are structured with one teacher teaching all academic subjects to his or her students and departmentalized classrooms are structured with two teachers teaching a portion of the academic subjects to two classrooms. These structures were found to coexist in one large urban district with whole schools operating under the self-contained structure or departmentalized structure. A review of the literature found that proponents of each of these structures have existed in American schools for more than seventy years and support for each has been sustained. Utilizing ex post facto research methodology, this quantitative study gathered benchmark and state testing data in mathematics and science to identify patterns in achievement based on classroom structures. Data were analyzed utilizing factors of gender, ethnicity, and program participation in English as a second language (ESL), bilingual, and gifted and talented (GT) programs. It was found that students in fourth grade performed significantly better in departmentalized classrooms for mathematics, third grade bilingual students performed significantly better in departmentalized classrooms for mathematics, fourth grade female ESL and bilingual students performed significantly better in self-contained classrooms for mathematics, and fourth grade bilingual students performed significantly better on one science assessment in self-contained instructional settings.
Download or read book Teacher quality a report on the preparation and qualifications of public school teachers written by and published by DIANE Publishing. This book was released on with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Departmentalized Versus Self contained Balanced Literacy Instruction written by Katina L. Thomas and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The initiatives in U.S. school reform constantly serve as a reflection of the academic, political, and economical sentiment of the time. The College Entrance Exam Board’s decision in 1909 to establish a 40 to 60 minute class schedule that mirrored the Carnegie unit’s structure of efficiency and mass production remained the tradition until 1959, when J. Lloyd Trump introduced a flexible instructional schedule that allotted for an 85 to 100 minute “block” of time for each subject. The government report, A Nation at Risk (1983), found that 13% of seventeen year olds were functionally illiterate, and that schools were not utilizing school time efficiently. By 2001, the No Child Left Behind Act established a structured accountability system for schools; however, by 2013, the National Center for Educational Statistics (2013) reported five year stagnation in reading performance for fourth, eighth, and twelfth graders. The current outcomes have caused administrators and educators to revisit current instructional and organizational practices for more efficient and effective approaches to maximize learning opportunities and increase school performance. This study examined the effects of implementing a balanced literacy approach to reading in self-contained and departmentalized classrooms in second grade classrooms. In a review of the literature, little research has been conducted on self-contained and departmentalized classroom settings in the elementary school prior to third grade. Previous studies primarily focused on students in third grade and higher, and concentrated on student performance on state-mandated tests in reading. No studies to date have investigated self-contained and departmentalized comprehension levels prior to a grade level that has been designated for a state-mandated test. As a result, this study examined the following research questions: 1) What effect does receiving balanced literacy instruction in a self-contained or departmentalized classroom have on the reading comprehension of second graders as measured by district assessments, and 2) Are there gender differences in the observed reading comprehension of second graders with regard to a self-contained or departmentalized classroom? The research also qualitatively examines what effect teachers’ experiences, perceptions, and opinions about self-contained and departmentalized instruction have on the implementation and academic outcomes of the instructional organization of the classroom. This study examined second grade students from an urban school district in a metropolitan area in Texas. The sample was taken from three self-contained second grade classrooms (N = 61) and four departmentalized second grade classrooms (N = 86) from the same elementary campus. The departmentalized classrooms served as the quasi-experimental group and the self-contained classrooms served as the control group. Statistical tests were conducted to answer the first two research questions. Repeated measures were administered to compare beginning middle, and end of year comprehension levels within each group to determine significant progress. A 2 x 2 x 3 mixed ANOVA was used on the subpopulation (gender) to determine if any gender differences exist. Individual interviews of the second grade teachers that participated in the study were conducted to collect feedback regarding teachers’ beliefs, opinions, and preparation for self-contained and departmentalized literacy instruction. Results from separate analyses of the comprehension levels indicated that both the departmentalized and self-contained groups made significant progress from the beginning to the middle of the school year, and again at the end of school year. However, there was no significant difference in the rate of increase in self-contained and departmentalized groups. Significant progress was also made for each group within the gender subpopulation. When the departmentalized and self-contained groups were compared, there was not a significant difference between the comprehension levels of males and females at the end of the year. There was also no significant difference in the rate of increase in comprehension levels of departmentalized and self-contained males, and the rate of increase in comprehension levels of departmentalized and self-contained females at the end of the year. Feedback from teachers revealed that all of them supported the opportunity for more preparation and focus on one subject. However, self-contained teachers preferred the opportunities to teach one theme across all subjects, while departmentalized teachers preferred opportunities to engage in more cooperative learning activities during the literacy block. This study demonstrates that balanced literacy instruction is effective in increasing student comprehension levels from the beginning to the end of the school year in primary classrooms that implement both a departmentalized and self-contained schedule. It also demonstrates that departmentalized and self-contained balanced literacy can also increase student comprehension levels from the beginning to the end of the year within both gender groups.
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 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 Using Understanding by Design in the Culturally and Linguistically Diverse Classroom written by Amy J. Heineke and published by ASCD. This book was released on 2018-07-11 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can today’s teachers, whose classrooms are more culturally and linguistically diverse than ever before, ensure that their students achieve at high levels? How can they design units and lessons that support English learners in language development and content learning—simultaneously? Authors Amy Heineke and Jay McTighe provide the answers by adding a lens on language to the widely used Understanding by Design® framework (UbD® framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization. Readers will learn * the components of the UbD framework; * the fundamentals of language and language development; * how to use diversity as a valuable resource for instruction by gathering information about students’ background knowledge from home, community, and school; * how to design units and lessons that integrate language development with content learning in the form of essential knowledge and skills; and * how to assess in ways that enable language learners to reveal their academic knowledge. Student profiles, real-life classroom scenarios, and sample units and lessons provide compelling examples of how teachers in all grade levels and content areas use the UbD framework in their culturally and linguistically diverse classrooms. Combining these practical examples with findings from an extensive research base, the authors deliver a useful and authoritative guide for reaching the overarching goal: ensuring that all students have equitable access to high-quality curriculum and instruction.
Download or read book The Math Coach Field Guide written by Marilyn Burns and published by Math Solutions. This book was released on 2006 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Math coaches and specialists assigned the task of improving mathematics instruction face an enomous and complex challenge. Most coaches take on the reponsibility with a title and a charge, but seldom with a road map The Math Coach Field Guide : Charting Your Course provides just the kind of guidance needed to help coaches in this demanding and often undefined role as they strive to support teachers in their teaching of math. In this collection of 11 essays, veteran math coaches share their expertise , providing glimpses into the unique trials, false starts, and successes thay have experienced on their position.
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 A Comparison of the Departmentalized and Self contained Classrooms Grouped by Ability in the Aurora Hoyt Lakes Elementary Schools written by Martin J. Skala and published by . This book was released on 1969 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ability Grouping and Student Achievement in Elementary Schools written by Robert E. Slavin and published by . This book was released on 1986 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Issues in Educational Placement written by James M. Kauffman and published by Routledge. This book was released on 2019-08-07 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: Placement of students with disabilities in the least restrictive environment has become a central issue in special education. To date, no comprehensive treatment of placement issues is available, especially for students with emotional and behavioral disorders who present particularly difficult placement problems. This book combines data and discussions intended to further the understanding of how and why decisions are made to place students with emotional or behavioral disorders in particular educational environments. This volume establishes the problem of placement in a contemporary and historical context, reviews the literature on placement of students with emotional or behavioral disorders, and discusses placement options and concerns about multicultural issues, post-secondary education, law and regulation, demands on teachers, and policy choices. Its goals are to: * improve understanding of decision processes leading to placement, * set the stage for improvements in pupils' lives in school and elsewhere, and * stimulate research on the many placement issues that are left unresolved.
Download or read book What Brain Research Can Teach About Cutting School Budgets written by Karen D. Olsen and published by Corwin Press. This book was released on 2010-02-18 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Karen Olsen has put budget topics into perspective so that school administrators can make decisions based on what is best for children, not what is easiest and most efficient for adults. This book is a powerful guide in helping our principals see through the fog of mandates, policies, and red tape and get to the priority of students!" —Terri Patterson, Director of Elementary Education Waco Independent School District, TX "This book boldly asserts that brain research should be applied wherever human brains are working. Not only can and should brain research inform how and what we teach in the classroom, it should be brought to bear in boardrooms and the school budgeting process as well." —Linda Jordan, Associate Professor Hope College Make objective budget-cutting decisions that will truly impact student achievement! In tough economic environments, budget cutting is a daunting but necessary task for many school administrators. Karen D. Olsen takes an exciting, unique approach by applying brain research to budgeting. Now educators can make the decision-making process more objective by using analytical thinking in school budgeting rather than responding to emotion, tradition, or outside influences. Providing a strategy-builder chart, this book Offers action items for putting the strategies into practice Helps leaders determine where money should be reinvested or reallocated Provides specific tips for working within a group decision-making setting Includes more than 30 analytical charts to aid in gathering needed information What Brain Research Can Teach About Cutting School Budgets offers principals and district leaders a methodical process for taking subjectivity out of the budgeting process.
Download or read book Monitoring School Quality written by Daniel P. Mayer and published by . This book was released on 2000 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores why some schools may be better than others at helping students learn, reviews 13 characteristics of schools, classrooms, and teachers that are most likely related to school quality and student learning. For each indicator, the report identifies where national data are currently available and reliable. It assesses the current status of our schools by examining and critiquing these national indicator data. The report is designed for policymakers, researchers, and others interested in assessing the strength of our schools.
Download or read book Monitoring School Quality written by and published by DIANE Publishing. This book was released on 2000 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Proceedings of the Social Statistics Section written by American Statistical Association. Social Statistics Section and published by . This book was released on 1993 with total page 910 pages. Available in PDF, EPUB and Kindle. Book excerpt:
