This study investigates the models of elementary content specialization (ECS) in elementary mathematics and science and the affordances and constraints related to ECS—both generally and in relation to specific models. Elementary content specialists are defined as full-time classroom teachers who are responsible for content instruction for two or more classes of students. The sample consists of 34 elementary content specialists in math and/or science, as well as a matched comparison group of self-contained classroom teachers. Participants participated in a focus-group interview and an online survey. Qualitative and quantitative analyses were performed to determine the models of ECS present in the sample and the affordances and constraints related to ECS as compared to traditional, self-contained classrooms.
Markworth, K. A., Brobst, J., Ohana, C., & Parker, R. (2016). Elementary content specialization: Models, affordances, and constraints. The International Journal of STEM Education. Retrieved from http://stemeducationjournal.springeropen.com/articles/10.1186/s40594-016-0049-9.