Pre-service teachers in an embedded-design inclusive education course recorded significantly higher pedagogical content knowledge posttest scores than peers in an applied-experience condition¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The embedded design condition outperformed the applied experience condition on the cumulative mastery posttest (effect size 1.35, p < .0001). → Lancaster 2019

Evidence¶

Lancaster 2019¶

Lancaster, J., & Bain, A. (2019). Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice. Australian Journal of Teacher Education, 44(2). https://ro.ecu.edu.au/ajte/vol44/iss2/4

q2 · i? · causal · r2

Quasi-experimental comparison group study of 40 volunteer second-year pre-service teachers matched on demographics and pretest across two campuses. Posttest means were 27.21 (SD 4.04) for embedded design versus 18.42 (SD 6.48) for applied experience; the article reports "effect size = 1.35".

"The two-factor analysis of variance revealed statistically significant differences between the post-tests where higher scores were recorded by the pre-service teachers in the embedded design condition (F) 1.36 = 25.12, p= <.0001), effect size = 1.35."

Discussion¶

Related Claims¶

• The embedded design and applied experience groups did not differ significantly on the pretest of pedagogical content knowledge — related
• Adding eleven hours of in-situ applied experience to the course did not increase pedagogical content knowledge achievement over the embedded design course alone — related
• Embedded design quiz performance exceeded the 80% mastery threshold on all three quizzes while applied experience quiz scores ranged from 34-80% — related