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This study undertook a five-month quantitative investigation into the ways in which a “lived-in” model to teacher education supported the learning of thirty-nine 10th grade students. For over sixteen weeks, forty-six teacher candidates across two subject areas (Social Studies and Language Arts) mentored, tutored, and taught two periods of 10th grade high school students. Under the supervision of their methods professor and a cooperating teacher, teacher candidates planned and implemented rigorous and individualized instructional units. In order to better understand any relationship between 10th graders receiving treatment under this model (n = 39) and their academic performance, all 10th grade students (n = 236) were surveyed three times throughout the semester.Furthermore, the beginning and end of semester GPA of all 10th grade students were monitored. Findings include 10th graders participating in the “lived-in model” demonstrating statistically significant gains in attitudes toward school and improved academic progress when compared with those 10th graders not participating. Implications of these findings are discussed in relation to teacher preparation programs partnering with area schools to better meet the needs of both teacher candidates and secondary students.

A “Lived-In Model” to Teacher Education: The Impact of Embedding Pre-Service Teacher Education on Secondary Student Learning