Literaturnachweis - Detailanzeige
Autor/inn/en | De La Paz, Susan; Felton, Mark; Monte-Sano, Chauncey; Croninger, Robert; Jackson, Cara; Deogracias, Jeehye Shim; Hoffman, Benjamin Polk |
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Titel | Developing Historical Reading and Writing with Adolescent Readers: Effects on Student Learning |
Quelle | In: Theory and Research in Social Education, 42 (2014) 2, S.228-274 (47 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0093-3104 |
DOI | 10.1080/00933104.2014.908754 |
Schlagwörter | Curriculum; Intervention; Teaching Methods; Outcomes of Education; History; History Instruction; Persuasive Discourse; Grade 8; Faculty Development; Reading Difficulties; Literacy Education; Primary Sources; Task Analysis; Middle School Students; Middle School Teachers; Essays; Fidelity; Control Groups; Mixed Methods Research; Pretests Posttests Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Geschichte; Geschichtsdarstellung; History lessons; Geschichtsunterricht; Persuasion; Persuasive Kommunikation; School year 08; 8. Schuljahr; Schuljahr 08; Reading difficulty; Leseschwierigkeit; Primärquelle; Aufgabenanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Essay; Aufsatzunterricht |
Abstract | In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers. Findings indicate significant and meaningful growth of about 0.5 of 1 standard deviation in students' abilities to write historical arguments and in the length of their essays for all participants, including struggling readers. Our study also considers teacher implementation of the curriculum intervention. We found that teachers who were most faithful to the underlying constructs of our curriculum intervention also made successful adaptations of the lesson materials. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |