Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
108405 | The Journal of Social Studies Research | 2013 | 12 Pages |
Abstract
A causal-comparative, mixed methods design was used to study a partnership between a university and school district formed with the goal of improving history teachers’ United States history content knowledge to raise student engagement and achievement. Data were collected from middle and high school history teachers including teacher interviews, classroom observations, and student work. Student engagement surveys and academic performance data were also collected. Student academic performance was positively impacted and changes in classroom practice were found in the treatment group. However, differences in student engagement between groups were not found to be statistically significant.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Stacy Duffield, Justin Wageman, Angela Hodge,