Literaturnachweis - Detailanzeige
Autor/inn/en | Wanzek, Jeanne; Kent, Shawn C.; Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha |
---|---|
Titel | Implementing Team-Based Learning in Middle School Social Studies Classes |
Quelle | In: Journal of Educational Research, 108 (2015) 4, S.331-344 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0671 |
DOI | 10.1080/00220671.2014.893224 |
Schlagwörter | Teamwork; Cooperative Learning; Middle School Students; Social Studies; Teaching Methods; Comparative Analysis; Experimental Groups; Control Groups; Program Implementation; Program Effectiveness; Writing Assignments; Essays; Effect Size; Content Analysis; Multiple Choice Tests; Knowledge Level; Grade 8; Observation; Intervention Kooperatives Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Inhaltsanalyse; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Wissensbasis; School year 08; 8. Schuljahr; Schuljahr 08; Beobachtung |
Abstract | The authors examined the effects of team-based learning (TBL) implemented in Grade 8 social studies classes on student content acquisition. Twenty-four classes were randomly assigned to treatment or comparison blocking on teacher. In the treatment classes teachers integrated TBL practices in the content instruction. The authors examined teacher instruction in the treatment and comparison classes during implementation. Results indicated TBL was implemented only in treatment classes and teachers demonstrated a novice level of implementation. The authors then examined the effects of the treatment implementation on measures of content acquisition. Significant differences in favor of the treatment condition were noted in the number of accurate content ideas produced in a written essay (effect size = 0.31). A small effect (0.16) was also observed in the number of supporting details students provided in the essay but was not statistically significant. There was no benefit of the treatment on a multiple-choice test of content knowledge. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |