Implementing Team-Based Learning in Middle School Social Studies Classes

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01