dc.contributor.author	Strohl, Alecia
dc.date.accessioned	2016-11-01T21:16:46Z
dc.date.available	2016-11-01T21:16:46Z
dc.date.issued	2013
dc.identifier.other	42F4704C-4161-4522-9FD0-98BBA74D6E51
dc.identifier.uri	http://hdl.handle.net/10428/2345
dc.description.abstract	Twelve teachers in a rural elementary school were appointed by administrators to pilot departmentalized instruction for one year to determine its impacts on teachers and students and guide their decision regarding school-wide implementation. This three-part study explored the experiences and perceptions of the pilot teachers, compared pilot teachers’ experiences in the departmentalized setting to the experiences of self-contained teachers within the same school, and investigated the pilot teachers’ perceptions of shared leadership practices in regards to administrative decisions made about departmentalizing. This comprehensive qualitative case study is comprised of three separate comprehensive studies with individual and unique contributions to the limited research currently available on departmentalized instruction in elementary schools. The first study revealed	en_US
dc.language.iso	en_US	en_US
dc.subject	Dissertations	en_US
dc.subject	Education	en_US
dc.title	A Case Study of the Implementation, Removal, and Residual Effects of a Departmentalized Structure in an Elementary School	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Curriculum, Leadership, and Technology	en_US
dc.description.advisor	Schmertzing, Richard W.
dc.description.committee	Green, Robert B.
dc.description.committee	Hsiao, E-ling
dc.description.committee	Gerber, Brian
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US