Adding Value to Public Schools

Investigating Teacher Education, Teaching, and Pupil Learning

Bibliographic Data

ID4307254
AuthorsTim Konold (University of Virginia), Timothy R Konold (0000-0003-0092-9234, University of Virginia), Brian Jablonski (Lynchburg Public Schools), Brian R Jablonski (University of Lynchburg), Anthony Nottingham (University of Virginia), Lara Kessler (Columbia College), Stephen Byrd (4 Elon University), Scott Imig (0000-0002-7482-3232, University of North Carolina Wilmington), Robert Q Berry (0000-0001-5357-2924, University of Virginia), Robert Berry (0000-0002-7714-5211, University of Virginia), Robert Mcnergney (University of Virginia), Robert F Mcnergney (University of Virginia)
Year2008
Volume59
Issue4
Pages300-312
Publication date2008-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487108321378
OpenAlexW2041332515
LanguageEN
Citations received2
References cited16

This research investigated the value added to middle school public education by pedagogically trained college students. An experimental design was employed in which 680 middle school pupils were randomly assigned to instructional groups. University arts and sciences students were put into two groups on the basis of those with formal teacher training and those without. Each student taught four lessons to his or her instructional group. Pupils were administered pre- and posttest measures on the content delivered in the four lessons and a reflection scale on lesson difficulty. Teachers' behaviors were recorded and scored independently by two trained observers. Results indicated that pupils' achievement was influenced by their perceptions of task difficulty and that teaching behaviors had a statistically significant influence on adjusted pupil achievement outcomes among students with formal pedagogical training. These results support the contention that pedagogical preparation of teachers adds value to middle school public education when measured in terms of pupil academic learning

Academic achievement · Mathematics education · Pedagogy · Perception · Pupil · Scale (ratio) · The arts · Value (mathematics) · Diverse Educational Innovations Studies · Psychology · School Choice and Performance · Teacher Education and Leadership Studies

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