Literaturnachweis - Detailanzeige
| Autor/inn/en | De La Paz, Susan; Felton, Mark K. |
|---|---|
| Titel | Reading and Writing from Multiple Source Documents in History: Effects of Strategy Instruction with Low to Average High School Writers |
| Quelle | In: Contemporary Educational Psychology, 35 (2010) 3, S.174-192 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0361-476X |
| DOI | 10.1016/j.cedpsych.2010.03.001 |
| Schlagwörter | United States History; Inquiry; Thinking Skills; Grade 11; Writing Strategies; Persuasive Discourse; Essays; Control Groups; Feedback (Response); Primary Sources; Resource Materials; Educational Improvement; Educational Quality |
| Abstract | This study examined the effects of historical reasoning strategy instruction on 11th-grade students. Students learned historical inquiry strategies using 20th Century American history topics ranging from the Spanish-American war to the Gulf of Tonkin incident. In addition, students learned a pre-writing strategy for composing argumentative essays related to each historical event. Results indicate that in comparison to a control group (N = 79), essays written by students who received instruction (N = 81) were longer, were rated as having significantly greater historical accuracy, were significantly more persuasive, and claims and rebuttals within each argument became more elaborated. Importantly, students in the control group read the same primary and secondary source document sets, and received feedback on written essays on the same topics. (Contains 9 tables and 2 figures.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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