NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1065812
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0022-0671
Implementing Team-Based Learning in Middle School Social Studies Classes
Wanzek, Jeanne; Kent, Shawn C.; Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha
Journal of Educational Research, v108 n4 p331-344 2015
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.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100013