A Comparison of Achievement between Students Taught by a Teaching Team and Students Taught in Traditional Classes on a Standardized Examination in United States History

Team Teaching and Academic Achievement

“…Of the principals surveyed during the 1974-1975 academic year, 7% reported significantly higher reading and/or verbal achievement scores by their pupils, and 5% reported significantly higher mathematics and numerical achievement scores by their pupils since the adoption of the Fraenkel (1967) (using criterion instrument (using criterion instrument dedemanding higher level manding recall and memory thinking skills) United skills) United States history States history Robinson (1968) biology Schlaadt (1969) health Lutenbacher (1970) social studies, English Gamsky (1970) (after one semester) English (after one semester) social studies (after two semesters) English, social studies 77 at University of Ulster Library on July 1, 2015 http://rer.aera.net Downloaded from IGE program (Paden, 1975). The principals' criterion instruments and levels of alpha selected for determining significance were not reported.…”

“…No significant differences were found between scores of the two groups on the California Test of Reading-Reading Vocabulary. Fraenkel (1967), utilizing a sample of 137 11th grade United States history students, assigned 63 to a team-teaching condition and 74 to a solitary-teacher-teaching condition. Unlike many other investigators of team teaching, Fraenkel devised a crite-rion instrument that yielded achievement scores at two levels of cognitive functioning.…”

Structuring process to improve student outcomes

“…Like most other instructional procedures, neither seems to have a particular advantage in facilitating the acquisition of knowledge. But team teaching does seem to produce higher levels of understanding and reflective thought (Fraenkel, 1967), and discovery teaching seems to have a distinct advantage in helping students learn to apply concepts to new situations (Levine, 1967). There also is evidence that teaching by discovery leads to a more effective use of the scientific method and to the development of more positive attitudes toward the procedures of science than do traditional instruction methods (Peterson, 1969).…”

Organizational factors which contribute to the development of successful team teaching programs

“…There have been a nimber of studies which found more effective learning taking place under team teaching (37,40,55,66,87,97). But an approximately equal number of research studies concluded that there were no significant differences in achievement between team-taught groups and nonteam-taught groups (9,13,24,39,49,51,94,105).…”