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Elementary School Structures: The Effects Of Self-contained And Departmentalized Classrooms On Third And Fourth Grade Student Achievement - Couverture souple
Synopsis
Elementary classrooms were found to be structured in two configurations: self-contained classroom, with one teacher teaching all academic subjects and departmentalized classrooms with two teachers teaching a portion of the academic subjects to two classrooms. These structures were found to coexist in a large urban district with whole schools operating under the self-contained or departmentalized structure. A review of the literature found that proponents of each of these structures have existed in American schools for more than seventy years and support for each has been sustained. Utilizing ex post facto research methodology, this quantitative study gathered test data in math and science to identify patterns in achievement based on these structures. Data were analyzed utilizing factors of gender, ethnicity, ESL, bilingual, and GT program participation. Statistically significant findings were found in support of departmentalized classrooms in mathematics for grade four students and third grade bilingual students. Fourth grade female ESL and bilingual students performed significantly better in self-contained classrooms for mathematics.
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À propos de l?auteur
Dr. Larry D. Ponder is a Texas educator and has served as a teacher, curriculum specialist, administrator, and professor. Dr. Ponder earned his B. S. from the University of Texas - Pan American in Elementary Ed. with a minor in Mathematics. He earned his M. Ed. and Doctorate from Stephen F. Austin State University in Educational Leadership.
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Elementary School Structures: The Effects Of Self-contained And Departmentalized Classrooms On Third And Fourth Grade Student Achievement
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LAP LAMBERT Academic Publishing, 2013
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ISBN 13 : 9783659327209
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Elementary School Structures: The Effects Of Self-contained And Departmentalized Classrooms On Third And Fourth Grade Student Achievement
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LAP LAMBERT Academic Publishing, 2013
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ISBN 13 : 9783659327209
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Elementary School Structures: The Effects Of Self-contained And Departmentalized Classrooms On Third And Fourth Grade Student Achievement
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ISBN 10 : 3659327204
ISBN 13 : 9783659327209
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Elementary School Structures The Effects Of Selfcontained And Departmentalized Classrooms On Third And Fourth Grade Student Achievement
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LAP LAMBERT Academic Publishing, 2013
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ISBN 13 : 9783659327209
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Elementary School Structures The Effects Of Selfcontained And Departmentalized Classrooms On Third And Fourth Grade Student Achievement
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ISBN 10 : 3659327204
ISBN 13 : 9783659327209
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Elementary School Structures: The Effects Of Self-contained And Departmentalized Classrooms On Third And Fourth Grade Student Achievement
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Elementary School Structures
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Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Elementary classrooms were found to be structured in two configurations: self-contained classroom, with one teacher teaching all academic subjects and departmentalized classrooms with two teachers teaching a portion of the academic subjects to two classrooms. These structures were found to coexist in a large urban district with whole schools operating under the self-contained or departmentalized structure. A review of the literature found that proponents of each of these structures have existed in American schools for more than seventy years and support for each has been sustained. Utilizing ex post facto research methodology, this quantitative study gathered test data in math and science to identify patterns in achievement based on these structures. Data were analyzed utilizing factors of gender, ethnicity, ESL, bilingual, and GT program participation. Statistically significant findings were found in support of departmentalized classrooms in mathematics for grade four students and third grade bilingual students. Fourth grade female ESL and bilingual students performed significantly better in self-contained classrooms for mathematics. 104 pp. Englisch. N° de réf. du vendeur 9783659327209
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Elementary School Structures
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Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Ponder Larry DwayneDr. Larry D. Ponder is a Texas educator and has served as a teacher, curriculum specialist, administrator, and professor. Dr. Ponder earned his B. S. from the University of Texas - Pan American in Elementary Ed. wi. N° de réf. du vendeur 5148801
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Elementary School Structures
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Taschenbuch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -Elementary classrooms were found to be structured in two configurations: self-contained classroom, with one teacher teaching all academic subjects and departmentalized classrooms with two teachers teaching a portion of the academic subjects to two classrooms. These structures were found to coexist in a large urban district with whole schools operating under the self-contained or departmentalized structure. A review of the literature found that proponents of each of these structures have existed in American schools for more than seventy years and support for each has been sustained. Utilizing ex post facto research methodology, this quantitative study gathered test data in math and science to identify patterns in achievement based on these structures. Data were analyzed utilizing factors of gender, ethnicity, ESL, bilingual, and GT program participation. Statistically significant findings were found in support of departmentalized classrooms in mathematics for grade four students and third grade bilingual students. Fourth grade female ESL and bilingual students performed significantly better in self-contained classrooms for mathematics.Books on Demand GmbH, Überseering 33, 22297 Hamburg 104 pp. Englisch. N° de réf. du vendeur 9783659327209
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