Second-Grade Teacher Perspective on Classroom Structure

• In Event: Teacher Perceptions and Innovative Practices

Abstract

Tensions from standardized testing and research on math teacher proficiency have resulted in an increased use of departmentalization especially in the higher elementary grades. This study explores second grade teachers’ experiences and their attitudes toward self-contained and departmentalized classrooms in elementary school. Interviews from two second grade teachers who have spent several years teaching in both environments were used to explore teacher attitudes toward these settings. Findings were that the decision to departmentalize their grade was teacher-initiated, a large block of time was preserved in students’ schedules with the homeroom teacher, and the coordination of teachers’ planning was credited with the ease of transition to departmentalization.

Author

• Laurel Drake, George Mason University