Integrating Content and Literacy in Social Studies: Assessing Instructional Materials and Student Work from a Common Core-Aligned Intervention

Autor/in	Reisman, Abby
Titel	Integrating Content and Literacy in Social Studies: Assessing Instructional Materials and Student Work from a Common Core-Aligned Intervention
Quelle	In: Theory and Research in Social Education, 45 (2017) 4, S.517-554 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2017.1292162
Schlagwörter	Social Studies; Course Content; Common Core State Standards; Science Instruction; Science Teachers; Literacy Education; College Preparation; Guidelines; English; Language Arts; Prompting; Units of Study; Teaching Methods; Content Area Reading; Content Area Writing; Grade 8; Middle School Teachers; Teacher Collaboration; Authors; Instructional Effectiveness; Intervention; Faculty Development; Quasiexperimental Design; Statistical Analysis; Kentucky; Pennsylvania + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Kursprogramm; Common core curriculum; Curriculum; Kerncurriculum; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Richtlinien; English language; Englisch; Sprachkultur; Benutzerführung; Lerneinheit; Teaching method; Lehrmethode; Unterrichtsmethode; Sinnerfassendes Lesen; Schriftliche Übung; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerkooperation; Author; Autor; Autorin; Unterrichtserfolg; Statistische Analyse
Abstract	The Common Core State Standards (CCSS) call on science and social studies teachers to engage in literacy instruction that prepares students for the academic rigors of college. The Literacy Design Collaborative (LDC) designed a framework to address the challenge of literacy-content integration. At the heart of the intervention are fill-in-the-blank writing prompts that teachers are expected to populate with appropriate content in English Language Arts (ELA), history, or science. This study examines 42 LDC instructional units designed by 8th grade social studies teachers from 2 states as well as the student written work that emerged from these instructional units. My analysis suggests that, on its own, the content literacy approach reflected in the LDC framework is inadequate for helping students use textual evidence in the ways stipulated by CCSS. In particular, students are unlikely to acknowledge authorship or indicate why the evidence they selected is relevant or credible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01