A Comparison of the Effects of a Team Approach and a Conventional Approach on Achievement in High School Biology

Authors

Paul Joslin, Drake UniversityFollow
John Montean, University of Rochester
John Schmitt, Boston College

Document Type

Article

Abstract

It is very easy to come by reports in support of almost any new practice in education. Teachers would rather report favorable results and journals would rather print them. It was the many published reports enumerating the advantages of team teaching that first interested us in a team teaching experiment. At the time we started in 1964, we summarized 141 publications with team teaching in their titles. There are only a limited number of advantages and disadvantages that can be hypothesized for any particular practice. It was not surprising, therefore, to find that recent reports tend to merely reassemble what has been said before, usually with slightly different emphases. Since our study, over 500 titles have been listed under team teaching in the Education Index. Most of these are theoretical discussions of pure opinion.

Publication Date

January 1972

Journal Title

Iowa Science Teachers' Journal

Volume

9

Issue

2

First Page

12

Last Page

16

Copyright

© Copyright 1972 by the Iowa Academy of Science

Language

en

File Format

application/pdf

Recommended Citation

Joslin, Paul; Montean, John; and Schmitt, John (1972) "A Comparison of the Effects of a Team Approach and a Conventional Approach on Achievement in High School Biology," Iowa Science Teachers Journal: Vol. 9: No. 2, Article 8.
Available at: https://scholarworks.uni.edu/istj/vol9/iss2/8