The Effect of Departmentalization on English Language Arts Achievement in Grades 4 Through 6

Julian, Karie

The Effect of Departmentalization on English Language Arts Achievement in Grades 4 Through 6

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分析

Student achievement is a priority and at the forefront of multiple discussions taking place in schools everywhere. Educators have the choice of two organizational structures for delivering instruction; the self-contained model and the departmentalized model. Schools from across the state of Missouri were included in this research. Once the sample of schools had been identified, their standardized assessment results for the spring of 2016 and the spring of 2017 were collected. Statistical analysis was performed using the SPSS program. Data was analyzed using an independent sample two-tailed t test. The researcher did not find a statistically significant difference within any grade level. The purpose of this causal comparative designed quantitative study was to determine if students who attend departmentalized elementary schools have higher academic gains in English Language Arts (ELA) on the Missouri Assessment Program (MAP) than students who attend elementary schools using the traditional self-contained model in grades four through six. The literature review included a history of learning along with previous influences on educational research and current practices. A section about how people learn included the three key learning principles (preconceptions, conceptual framework and metacognition) essential to increasing student performance as well as specific information regarding the design of learning environments (learner centered, knowledge centered, assessment centered and community centered) which should be considered when deciding how to structure a classroom if high student achievement is the goal. Structures for classroom organization including the self-contained model and the departmentalized model were discussed. English language arts expectations, literacy achievement and assessments were examined as well.

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