ERIC Number: EJ806440
Record Type: Journal
Publication Date: 2008
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: N/A
Adding Value to Public Schools: Investigating Teacher Education, Teaching, and Pupil Learning
Konold, Tim; Jablonski, Brian; Nottingham, Anthony; Kessler, Lara; Byrd, Stephen; Imig, Scott; Berry, Robert; McNergney, Robert
Journal of Teacher Education, v59 n4 p300-312 2008
This research investigated the value added to middle school public education by pedagogically trained college students. An experimental design was employed in which 680 middle school pupils were randomly assigned to instructional groups. University arts and sciences students were put into two groups on the basis of those with formal teacher training and those without. Each student taught four lessons to his or her instructional group. Pupils were administered pre- and posttest measures on the content delivered in the four lessons and a reflection scale on lesson difficulty. Teachers' behaviors were recorded and scored independently by two trained observers. Results indicated that pupils' achievement was influenced by their perceptions of task difficulty and that teaching behaviors had a statistically significant influence on adjusted pupil achievement outcomes among students with formal pedagogical training. These results support the contention that pedagogical preparation of teachers adds value to middle school public education when measured in terms of pupil academic learning. (Contains 1 note, 3 tables, and 2 figures.)
Descriptors: Middle School Students, Public Education, Teacher Education, College Students, Pretests Posttests, Academic Achievement, Context Effect, Student Attitudes, Research Design
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A