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ERIC Number: ED554245
Record Type: Non-Journal
Publication Date: 2013
Pages: 91
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-5829-2
The Benefits of Departmentalization in Upper Elementary Grades for Students and Teachers
Johnson, Malissa Lee
ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene University
This study addressed the benefits of departmentalization in upper elementary grades for students and teachers. The variables of gender and classroom structure (departmentalized versus self-contained) were considered for student participants (n = 125). Results for students were evaluated on pre-test and post-test data using the following measures: Tennessee Comprehensive Assessment Program (TCAP) and Discovery Education Assessments (DEA). Teacher participants (n = 19) provided feedback on a mid-year survey and through post-year interviews. The findings of this study indicated that upper elementary students, especially males, benefitted more from the self-contained classroom structure. Teachers, however, reported greater job satisfaction with the departmentalized approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A