Departmentalization is a common scheduling practice in middle schools. Some elementary schools have also embraced departmentalization for a variety of reasons. Content integration involves combining one or more subject areas in a lesson or unit. Although there is research on departmentalization and content integration separately, there is minimal research on departmentalized teacher attitudes toward content integration.
The purpose of this study was to develop a valid and reliable survey instrument and explore and identify factors relating to departmentalized teacher attitudes toward content integration. The development of the survey instrument included focus groups, an expert panel, think-alouds, and a pilot study.
Once the survey instrument was developed and administered to a group of 292 grades three through eight departmentalized teachers, exploratory factor analysis was performed to identify four factors: Students and Attitudes, Resources and Support, Ability to Integrate Content, and Frequency of Content Integration. Reliability tests were also conducted using Cronbach’s alpha and Pearson product moment correlation. A t-test was performed identifying statistically significant differences in responses between elementary and middle school teachers on factors pertaining to resources, support, and frequency of integrating content. Evidence was gained for test validity and reliability.
|Commitee:||Bridges, Melissa, Shirley, Michael|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Curriculum development, Educational tests & measurements|
|Keywords:||Content integration, Departmentalization, Exploratory factor analysis, Instrument development|
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