Dissertation/Thesis Abstract

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.

Indexing (document details)
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: 9781339955469
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