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ERIC Number: ED538469
Record Type: Non-Journal
Publication Date: 2009-Nov-14
Pages: 3
Abstractor: ERIC
Reference Count: 0
Self-Contained Classrooms. Research Brief
Walker, Karen
Education Partnerships, Inc.
Determining the ideal academic setting in which students can be successful continues to be one of the primary goals of educators. Is there a best classroom structure in which students can be successful? Although there is research on the academic gains in the block schedule and in traditional departmentalized settings, both of which are common in secondary schools, there is little research on the effectiveness of a high school self-contained classroom. Rarely do "high school" and "self-contained classroom" appear together. Although the research on the effectiveness of self-contained classrooms is minimal, it is significant. One study done by McGrath and Rust (2002) of fifth and sixth graders in departmentalized and self-contained classrooms found that students in self-contained classrooms made significant gains on the Tennessee Comprehensive Assessment Program (TCAP) in the total battery and language and science subtests. However there were no significant differences in the math, reading and social studies subtests (Catledge-Howard, Ward, Dilworth, & Mississippi State University, 2003; McGrath & Rust, 2002). According to Piirto and Kolloff, students who have been identified as gifted and are in self-contained settings, score higher in this environment than when they are not. Both report that it may be because students are able to be themselves without fear of the social implications associated with their giftedness (Piirto, 2004). (Contains 5 online resources.)
Education Partnerships, Inc. Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: Education Partnerships, Inc. (EPI)