As the call for adolescent literacy grows louder, attention must be paid to particular demands of each discipline if educators are help students develop advanced skills. The hallmarks specific different fields study. This article proposes a descriptive framework adolescents' historical writing. Qualitative analyses 56 written responses document-based essay question by high school juniors used identify and illustrate trends in use evidence their These trends—referred as characteristics...

One path to improving adolescents’ literacy skills is integrate reading and writing into the content areas in which such work occurs. Although argumentative has been found help students understand historical transform information, scholars do not know influence of specific task structures on students’ or reasoning. To learn more, authors administered four document-based tasks origins Cold War 101 from 10th 11th grade. Using multiple regression, that explained 31% variance quality overall...

Basic reading comprehension and summary tend to be the focus in social studies history classrooms, if writing are included at all. But such a inhibits conception of as an interpretive discipline grounded evidence that is analyzed, not simply accepted. Understanding past impossible without historical reasoning, advanced literacy. This study examines discipline‐specific literacy instruction one teacher simultaneous growth his students' reasoning writing. Student data pre‐ post‐instruction...

Abstract This study explored the extent to which an 18‐day history and writing curriculum intervention, taught over course of one year, helped culturally academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form instruction for integration historical reading strategies content with goal improving students' argument writing. The intervention had positive significant results each outcome. After controlling...

In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach provide outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well proficient advanced readers. Findings indicate significant meaningful growth about 0.5 1 standard deviation in students' abilities to write historical arguments length their essays all participants, including Our study also...

This study explored the practices of two high school teachers U.S. history and their students’ performance on evidence-based essays over 7 months. Data include pre- posttest essays, interviews, observations, teacher feedback, assignments, readings. Qualitative quantitative comparisons 42 work show that one class improved in writing whereas other did not. analyses teachers’ suggest different opportunities to learn read, write, think historically are not equally valuable. In particular,...

Given students’ preconceptions of history as fixed information, cultivating interpretive and evidence-based thinking is foundational to advancing their disciplinary understanding. This study examines the ways in which preservice teachers construct tasks that demand attend such field placements while being taught do so methods courses. Analysis course assignments, student teaching observations, assessments candidates’ knowledge led construction three cases novice teachers’ efforts teach these...

Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development enactment 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify track 4 components PCK that are relevant to history: representing history, transforming attending students' ideas about framing find these novices demonstrated different aspects in settings at points first 3 years their careers. Their continued grow after preservice education, although...

Both the Common Core Standards for Literacy and College, Career, Civic Life Framework Social Studies State underscore importance of classroom discussion development high-level literacy subject-matter knowledge. Yet, remains stubbornly absent in social studies classrooms, which tend toward rote memorization textbook work. In this article, we discuss our efforts to design practice-based methods instruction that prepares preservice teachers facilitate text-based, whole-class discussion. We...

AbstractIn recent years, educators in the USA have emphasized disciplinary literacy as an essential path forward cultivating adolescents' understanding of subject matter tandem with practices. Yet, this agenda poses challenges to teachers who been tasked its implementation. Here, we examine two expert US history teachers' efforts implement curriculum that integrates reading, writing and thinking academically diverse eighth graders. We conduct qualitative analyses teacher observations...

Meeting at the Wabash Avenue Young Men's Christian Association on Chicago's South Side September 9, 1915, four African American men laid foundation for Study of Negro Life and History (asnlh), first scholarly society promoting black culture history in America.The force behind that initiative was Carter G. Woodson, only slave parentage to earn a Ph.D. from Harvard University.A tireless institution builder, Woodson not kept asnlh afloat through years financial uncertainty, but also established...

•Teacher candidates can facilitate text-based discussion when prepared.•Instructional scaffolds assist in facilitating discussion.•Assignments, questioning sequences, and prepared materials support enactment.•Candidates still struggle to connect lesson's learning goal.

(2009). Attention to Learners, Subject, or Teaching: What Takes Precedence as Preservice Candidates Learn Teach Historical Thinking and Reading? Theory & Research in Social Education: Vol. 37, No. 1, pp. 101-135.

The United States government has invested nearly one billion dollars in funding to professional historians and history educators across the country since 2000 strengthen teaching of American elementary secondary schools, yet we know little about how these programs impact student learning. Using data from such Teaching History (TAH) grant, authors employ multilevel models investigate effects development on students' written responses document-based questions at fifth, eighth, eleventh grades,...

Despite evidence of its benefits, discussion remains rare in history/social science classrooms. To address this problem, communities teacher educators (TEs) have begun supporting novices to approximate facilitation. Some scholars are concerned that turn practice will come at the cost content preparation. Focusing specifically on rehearsals facilitation three methods courses, our analysis investigates whether, how, and what ways TEs worked while engaging novice teachers practicing We found...

Different kinds of arguments typically include claims, warrants, and evidence. However, the very nature evidence are discipline specific. A student's essay, for example, may exhibit features argumentation while revealing fundamental flaws in historical thinking. Stronger thinking their construction claims selection, integration, explanation Historical begin with questions sources require an understanding original meanings those sources, rather than using to support a predetermined point. I...

Using artifacts of teachers' practices, classroom observations, and interviews, we explore how 2 novice history teachers use writing in their middle school classrooms. Both focused on evidence-based, interpretive preservice work, an approach promoted by methods courses. After graduation, one teacher continued this focus improved his ability to scaffold students' essay writing. The second emphasized summary content proper formatting her writing, although some assignments integrated...

There's a way for students to achieve the thinking, reading, writing, and history expectations laid out in Common Core.

In recent decades, the history classroom has been site of much political wrangling (e.g., Nash, Crabtree, & Dunn, 2000). Yet, studies reviewed here ask how to engage students in meaningful learning about past, rather than which teach. For past three scholars anglophone world have looked professional discipline build a model of what historical reasoning and understanding might look like VanSledright Limon, 2006; Wineburg, 1996). Together, these define as familiarity and facility with...

Background/Context: Although calls for rich discussion and argumentation about disciplinary texts content are frequent, research indicates that in classrooms such discussions rare. When do happen, few students tend to participate. Purpose/Focus of Study: We look exemplar teachers’ where a range ethnically, racially, linguistically, academically diverse participated substantively throughout social studies inquiries understand what those teachers support broad substantive student participation...