Evaluating Secondary Student Achievement in a "Lived-In" Clinically Intensive Model of Social Studies Teacher Education

• In Event: Marriott Roundtable Session 60
  In Roundtable Session: Policy and Practice in Social Studies Teacher Education

Abstract

This study reports findings on the impact of a 13-month “lived-in” model to social studies teacher education on 42 secondary students’ social studies academic performance (23 tenth grade U.S. History students and 19 twelfth grade Economics students). For over sixteen weeks, nineteen secondary social studies teacher candidates mentored, tutored, and taught at an urban high school. High school students demonstrated statically significant academic gains in social studies when being mentored, tutored, and taught by university students. Implications for social studies methods instructors, researchers, and stakeholders interested in building clinically rich social studies methods courses and programs that benefits Pk-12 students academically are discussed.

Authors

• Brad M. Maguth, The University of Akron

• Kristin L.K. Koskey, The University of Akron