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 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 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 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 The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing written by Elizabeth Jean Freiberg and published by . This book was released on 2014 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to the continued pressure placed on American public schools to increase academic achievement, some schools have begun to reorganize instructional environments in an effort to improve student outcomes. The current study examined one such elementary school that implemented a departmentalized model of instruction in fourth and fifth-grade classrooms in an effort to improve student learning. This longitudinal, cross-sectional study followed a sample of students and teachers over a two-year period in an attempt to ascertain how departmentalizing in the elementary school affected student and teacher perceptions and academic achievement among students in third, fourth, fifth, and sixth-grade. Student perceptions of their school, teachers, peers, and academic performance were measured using surveys and standardized achievement test scores were collected. Teacher attitudes toward departmentalization were also measured using surveys. A factor analysis of student survey results with Varimax rotation resulted in ten factors that revealed a consistent pattern of change in student perceptions when correlated. A consistent relationship between students' academic achievement and perceptions at each grade level was not found. Results suggested that students who began switching classes in elementary school had positive perceptions of their teachers and of themselves as social beings in school. Perceptions of their academic abilities, however, separated from their perceptions of their teachers over time. In contrast, students with one teacher in self-contained classrooms had positive perceptions of their teachers. These students' perceptions of their academic abilities and perceptions of themselves as social beings in school were connected to their perceived teacher-student relationships. Elementary teachers expressed concern over meeting their students' emotional needs, but otherwise reported positive attitudes toward their abilities to teach and meet their students' academic needs in a departmentalized setting. Teachers at the elementary school and the middle school felt that students who switched classes in elementary school were more prepared when they got to middle school and adjusted more quickly than students who came from self-contained elementary classrooms.
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 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 Elementary School Organization and Administration written by Henry John Otto and published by New York : Appleton-Century-Crofts. This book was released on 1964 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Elementary Teachers Experiences of Departmentalized Instruction and Its Impact on Student Affect written by Robert Charles Minott and published by . This book was released on 2016 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative dissertation was to explore the lived experiences of departmentalized elementary teachers, Grades 1-3, and how they addressed their students' affective needs. The main research question of the study was how do elementary school teachers perceive departmentalized instruction and describe their experiences of this structure's impact on their students' affective needs. Data from interviews were initially open coded into 47 categories. Nonnotable responses appearing in less than 75% of the transcripts were eliminated. The remaining open-coded responses were then grouped into 5 axially coded themes. This dissertation employed a qualitative interview and data gathering process. Phenomenology was used as the research design. This mode of inquiry allowed me to capture the lived experiences of teachers' perceptions related to addressing their students' affective needs. All subjects reported positive experiences and successes in this endeavor. Recommendations include piloting departmentalization prior to implementation, consideration of teacher personality and teaching style prior to pairing teachers, and investigating the impact of departmentalization on various types of learners. Appended to the paper are: (1) Confirmation of Participation E-mail; (2) Interview Guide and Protocol; (3) Invitation to Participate E-mail; (4) Selection Confirmation; and (5) Adult Consent Form.
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 Role of Institution Ideology Interests and Information in the Decision to Departmentalize in Elementary Schools written by Betsy A. Baker and published by . This book was released on 2011 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Analysis of a Selected Group of Elementary Administrators and Teachers Perceptions of Knowledge and Use of the Georgia Mandated Problem Solving Process written by Karen Robbins Graham and published by . This book was released on 1997 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Organizational and Administrative Practices in Elementary Schools in the United States written by Henry John Otto and published by . This book was released on 1946 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Typology of Administrator and Teacher Perceptions Toward Curriculum and Instruction Within a Large Urban School System written by Aubrey Munford Keller and published by . This book was released on 1978 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book K 12 Case Studies for School Administrators written by Marcia Norton and published by Routledge. This book was released on 2017-09-29 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: Case studies enable aspiring administrators to refine their reaction skills as well as their critical-thinking skills by responding to a multitude of problems in a short time. Originally published in 1998, the case studies in this book provide a broad-based overview of the kinds of real problems that schools were facing at the time. The problems administrators face on a daily basis vary in scope and complexity. Short cases provide opportunities to address, analyse, and resolve problems encountered in the real working environment. Students must actively engage in a process of inquiry and problem solving. This book can be used over several years according to the case studies selected for class use. This is a multicourse, multiyear action case-study text.
Download or read book Relationship Between Instructional Change and the Extent to which School Administrators and Teachers Agree on the Location of Responsibilities for Administrative Decisions written by and published by . This book was released on 1966 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt:
