Strategies and procedures used, and problems encountered in implementing differentiated staffing: a case study

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dc.contributor.advisorSanders, Stanley G.
dc.contributor.committeeMemberCarbonari, Joseph P., Jr.
dc.contributor.committeeMemberKennedy, V. J.
dc.contributor.committeeMemberStovall, Franklin L.
dc.creatorHestand, Donald L.
dc.date.accessioned2022-07-29T17:49:58Z
dc.date.available2022-07-29T17:49:58Z
dc.date.issued1973
dc.description.abstractPurpose. The purpose of this study was to describe the strategies and procedures used, and problems encountered in implementing a differentiated staffing (DS) structure as a pilot program in an elementary school. Design of Study. The study was designed from a systems model that was used to identify the components and processes within the study. The design involved six program phases for the development of the DS project. The study included only phases two, three, four, and five. The phases were: 1. Planning Phase. 2. Program and Organization Analysis Phase. 3. Development Phase. 4. Implementation and Evaluation of Pilot Program. 5. Model Evaluation and Modification Phase. 6. Model Execution and Evaluation Phase. The DS program involved grades four, five, and six in the areas of reading and mathematics. Procedures. Input data for the project was obtained from pre-tests of students' and teachers' attitudes and from pre-tests of student achievement. A Request for Proposal from the board of trustees was answered, in the form of a formal budget, on the basis of the input data. The formal budget outlined organizational and instructional plans for the spring semester and set forth objectives for the differentiated staffing project. The staff organization proposed was a team teaching approach involving one team for reading instruction and a different team organization for mathematics. The instructional procedures selected by the teachers were a non-graded organization of the students for a small group approach, an individualized approach involving the teaching team members, teacher aides, and student aides. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other13983462
dc.identifier.urihttps://hdl.handle.net/10657/10665
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectDifferentiated teaching staffs
dc.titleStrategies and procedures used, and problems encountered in implementing differentiated staffing: a case study
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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