Keywords
Pre service teaching; co teaching; internship; elementary school; student achievement; teacher quality
Abstract
This study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any structured approach to intern teaching. The researcher compared seven classes that employed co-teaching, where the university intern teacher and master teacher remained in the class conducting instruction, to seven classes that had a more traditional approach to the intern teaching. The co-teaching intern model did not exert a significant effect, either positive or negative, on student achievement. Also investigated was the effect of an intern, utilizing any model, on student achievement scores, when compared to similar classes without the presence of an intern. The study utilized 14 classes with interns and 13 classes without interns; each group had populations of approximately 285 students. The presence of an intern did not exert a significant effect, either positive or negative, on student achievement. However, the data indicated that the presence of an intern could positively influence mathematics scores. Additionally, the impact of teacher quality and socio-economic status on student achievement in reading and mathematics were explored. The data revealed the value of the individual teacher significantly affected student success in reading and mathematics. In reading, socio-economic status also significantly affected student achievement.
Notes
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Graduation Date
2015
Semester
Summer
Advisor
Murray, Kenneth
Degree
Doctor of Education (Ed.D.)
College
College of Education and Human Performance
Department
Teaching, Learning, and Leadership
Degree Program
Educational Leadership; Executive
Format
application/pdf
Identifier
CFE0005841
URL
http://purl.fcla.edu/fcla/etd/CFE0005841
Language
English
Release Date
August 2016
Length of Campus-only Access
1 year
Access Status
Doctoral Dissertation (Open Access)
Subjects
Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic
STARS Citation
McHale, Walton, "The effect of pre-service teaching on student achievement using a co-teaching model at an elementary school in a large, urban school district in central Florida" (2015). Electronic Theses and Dissertations. 1233.
https://stars.library.ucf.edu/etd/1233