Dissertation/Thesis Abstract

Development of an Instrument to Measure Departmentalized Teacher Attitudes toward Content Integration
by Tallent, Hilary G., Ed.D., Piedmont College, 2019, 158; 13904520
Abstract (Summary)

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.

Indexing (document details)
Advisor: Goss, Susan
Commitee: Bridges, Melissa, Shirley, Michael
School: Piedmont College
Department: School of Education
School Location: United States -- Georgia
Source: DAI-A 81/2(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Curriculum development, Educational tests & measurements
Keywords: Content integration, Departmentalization, Exploratory factor analysis, Instrument development
Publication Number: 13904520
ISBN: 9781085727242
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