Date of Award

Fall 4-2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Pamela Spooner

Second Advisor

Dr. Randy Caffey

Third Advisor

Dr. Shawn Poyser

Abstract

This study was conducted to compare the effects of classroom setting on student performance and teachers’ sense of efficacy. In this study, student performance on the Missouri Assessment Program grade-level assessments at the third and fourth-grade levels was utilized to compare the multiage team-taught classroom setting versus singleage classroom setting. The teachers’ sense of efficacy on the Teachers’ Sense of Efficacy Scale (TSES) survey was also analyzed to compare multiage team-taught classroom setting and single-age classroom setting. The data were interpreted to support that students in multiage team-taught classroom settings outperformed similar age students in single-age classroom settings on the MAP assessment at the third and fourth-grade levels in both English language arts and mathematics. The third-grade students showed a significant difference in assessment scores in favor of the multiage team-taught classroom setting. The fourth-grade students showed a difference in favor of the multiage team-taught classroom setting, but not at a significant level. The results from the teacher survey could be interpreted to establish that teachers in the multiage teamtaught classroom setting rated themselves higher on the TSES than teachers in a singleage classroom setting. The teachers in a multiage team-taught setting rated their beliefs significantly higher on all three subscale scores of the TSES compared to the teachers in the single-age classroom setting. The results from this study supported the use of the multiage team-taught classroom setting at the third and fourth-grade levels.

Rights

Copyright 2020

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