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Team Teaching in Teacher Education: A Study of The Differences in Student Achievement as Determined by Single-Instructor and Team-Teaching Instruction

Victor L. Dupuis and Frank J. Woerdehoff
The Journal of Educational Research
Vol. 61, No. 3 (Nov., 1967), pp. 132-136
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27531996
Page Count: 5
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Team Teaching in Teacher Education: A Study of The Differences in Student Achievement as Determined by Single-Instructor and Team-Teaching Instruction
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Abstract

The experiment, based upon two approaches to teaching and their effect on achievement, involved a control section (48 students and one instructor), and an experimental section (154 students and four instructors). The Ss were senior secondary education students enrolled in a seven-week professional course. The Nonequivalent Control Group Design was used. Analysis of covariance for difference in achievement showed achievement gain for the experimental group (p < .01). Analysis of variance on instructor tests during the course yielded no achievement gain among the discussion groups of the experimental section (p < .01). A Pearson r correlation coefficient between post-test scores and assigned grades for the discussion sections of the experimental group was obtained (p < .05). However, the correlation coefficient for the control group (post-test scores and grades) was not significant.

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