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The departmentalized education classroom model and its affect on student achievement in upper elementary
by Gilmore, Jeffrey Kirk, Ed.D., Trevecca Nazarene University, 2016, 79; 10140127
Abstract (Summary)
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.
| Advisor: | Haas, Marc, Conditt, Amy |
| Commitee: | |
| School: | Trevecca Nazarene University |
| Department: | Education |
| School Location: | United States -- Tennessee |
| Source: | DAI-A 78/01(E), Dissertation Abstracts International |
| Source Type: | DISSERTATION |
| Subjects: | Elementary education |
| Keywords: | Student achievement, Upper elementary |
| Publication Number: | 10140127 |
| ISBN: | 978-1-339-95546-9 |
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