Search results for: Wasserman Kathleen B.

This study compared two literacy courses for elementary teacher candidates taught by the same professor at the same university with variables held constant with one exception.It was hypothesized that teacher candidates who practiced new pedagogies with children at a designated low performing, highly diverse elementary school (Course One—Service-learning) during a highly structured service-learning experience would develop more self-efficacy and, therefore, demonstrate greater implementation of the course content than those who role played their practice (Course Two—Practice with Peers).