Departmentalization and twenty-first century skills

Toy Coles Watts

Abstract

The purpose of this study was to investigate the relationship between school organizational style and student outcomes. The research questions that guided this study were, "Is there a difference in mathematical performance of fourth graders who receive departmentalized instruction as compared to fourth grade students who receive self-contained instruction?," Does the number of years of implementation affect academic outcomes in a departmentalized organizational style?," "Are teacher attitudes toward a departmentalized organizational style influential on the academic outcomes of the students?," and "Does teacher preparation in their area of instruction affect testing outcomes?" The results of this study indicated no significance in any of the areas tested by the research questions. However, there was no negative impact on student outcomes as a result of a departmentalized organizational style. Also, teachers had a positive attitude toward departmentalization, which indicates that teachers enjoy teaching in that format.