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Description

This study examines the efficacy of team-based learning implemented in 11th-grade social studies classrooms. Findings suggest the treatment group outperformed the control group in terms of content acquisition and that a group of students classified with low pretest scores did not benefit from the treatment.

Citation

Wanzek, J., Vaughn, S., Kent, S. C., Swanson, E. A., Roberts, G., Haynes, M., . . . Solis, M. (2014). The effects of team-based learning on social studies knowledge acquisition in high school. Journal of Research on Educational Effectiveness7(2), 183–204.


Related Institute

Related Project

Published Date

2014

Funding Source

U.S. Department of Education, Institute of Education Sciences

Topic

Content Area Instruction
Reading Instruction

Type of Resource

Journal Article/Book Chapter

Audience

Researcher

Grade Level

High School