Implementing Team-Based Learning in Middle School Social Studies Classes
Jeanne Wanzek,
Shawn C. Kent,
Sharon Vaughn,
Elizabeth A. Swanson,
Greg Roberts and
Martha Haynes
The Journal of Educational Research, 2015, vol. 108, issue 4, 331-344
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 = .31). A small effect (.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.
Date: 2015
References: View complete reference list from CitEc
Citations:
Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2014.893224 (text/html)
Access to full text is restricted to subscribers.
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:108:y:2015:i:4:p:331-344
Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20
DOI: 10.1080/00220671.2014.893224
Access Statistics for this article
The Journal of Educational Research is currently edited by Mary F. Heller
More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().