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Elementary content specialization.
The content specialization of the other team teacher varies.
Additional empirical research related to elementary content specialization (ECS) is clearly needed.
Potential advantages to content specialization have been identified for participating teachers.
Despite content specialization, these specialists may have almost as many preps as a self-contained teacher.
In the research reported here, we have sought to answer the following research questions related to elementary content specialization: 1.
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Instead, when teachers specialized in more than one content area (models B, D, and E), their content specializations are representative of the broad array of content for which elementary teachers are traditionally responsible.
Additional content areas of specialization vary significantly for specialists in this model.
There can be substantial variation in how teams of teachers may be organized, both with the number of teachers and their content areas for specialization.
There are many open problems for this challenging issue such as signal processing, collaborations, power management, flexible delivery, specialization of new content, dynamic access.
Although we were able to recruit nine double participants (both EMS and ESS), we found that the specialists were not limited to specialization in STEM content.
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