Teaching by Design: Evaluating Cognitive Science Integration in Elementary Educator Preparation

• In Event: AERA Poster Session Friday 3:45pm
  In Poster Session: Constructing Futures of Teacher Education: Equity, Technology, and Transformative Frameworks

Abstract

This proposal examines how integrating cognitive science into one elementary teacher preparation program correlates with pre-service teachers’ perceived classroom readiness. Informed by Deans for Impact’s Learning by Scientific Design (LbSD) Network, faculty embedded four core teacher actions across coursework and field experiences. Program evaluation data collected from 2019–2025 revealed statistically significant gains in self-reported preparedness related to classroom management, assessment for diverse learners, and support for English language learners—especially among cohorts experiencing full LbSD integration. Although confidence in educational technology dipped mid-pandemic, likely due to rapidly evolving technologies expectations, improvements in equity-centered and instructional domains were notable. Evaluation findings suggest that applying cognitive science in preparation programs helps develop reflective, adaptive educators ready to meet today’s teaching demands.

Authors

• Cynthia L. Savage, Texas Christian University

• Robin R. Griffith, Texas Christian University

• Jennifer Smith, Texas Christian University