Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning

Paz, Susan De La; Felton, Mark; Monte‐Sano, Chauncey; Croninger, Robert G.; Jackson, Cara; Deogracias, Jeehye Shim; Hoffman, Benjamin Polk

doi:10.1080/00933104.2014.908754

Cited by 88 publications

(97 citation statements)

References 23 publications

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“…The results from this study add to a growing literature on the positive impact of cognitive apprenticeships on middle and high school students’ discipline‐specific reading and writing (e.g., De La Paz et al., ; Nokes, Dole, & Hacker, ; Reisman, ). Although tentative by virtue of design, the data presented here come from and are representative of a large number of students and suggest that when delivered with fidelity, our curriculum intervention and PD resulted in improved historical writing and general argument writing for diverse learners, especially in comparison with writing from students who were in eighth‐grade classes where the program was not provided.…”

Section: Discussionsupporting

confidence: 67%

“…Thus, in our current study, we continued to emphasize historical writing but also focused on general argument writing skills to determine whether students could grow in both general and disciplinary literacy in one intervention. In earlier work reporting on year 1 (De La Paz et al., ), results indicated students’ need for support in basic argument writing skills and historical writing, and the current study shares our final curriculum intervention and professional development (PD) from years 2 and 3 of the project. In the current study, we tested whether combining instruction in general argument writing with instruction in historical writing promoted more coherent and comprehensive argumentative writing in history.…”

Section: Our Purposesupporting

confidence: 58%

“…Together, these studies illustrate that developing students' historical writing requires attention to the disciplinary nature of reading, writing, and explicit instruction. Studies that take a cognitive apprenticeship approach (Brown, Collins, & Duguid, 1989) have helped students learn general persuasive writing (De La Paz, 2005) or historical writing (De La Paz et al, 2014), but not both simultaneously. In addition, these studies of a cognitive apprenticeship approach to teaching historical writing have been successful when working in a handful of schools only.…”

Section: Instruction That Workmentioning

confidence: 99%

See 2 more Smart Citations

A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

Paz

Monte‐Sano

Felton

et al. 2016

Reading Research Quarterly

Self Cite

106

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This study explored the extent to which an 18‐day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students' historical argument writing. The intervention had positive and significant results for each writing outcome. After controlling for variables associated with students' incoming abilities, the researchers found moderate to large effects for all participants. Relative to basic readers in the control condition, those participating in the intervention scored higher in historical writing and writing quality and wrote longer essays; these results translate into effect sizes of .45 on basic readers' historical writing, .32 on their overall writing quality, and .60 on the length of their papers. Teachers implemented the reading and writing curriculum intervention with high levels of implementation fidelity, leading the researchers to explore additional factors that contributed to students' success after accounting for teacher effectiveness. The results indicate further benefits dependent on the degree to which students completed the curriculum.

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Section: Discussionsupporting

confidence: 67%

Section: Our Purposesupporting

confidence: 58%

Section: Instruction That Workmentioning

confidence: 99%

See 1 more Smart Citation

A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

Paz

Monte‐Sano

Felton

et al. 2016

Reading Research Quarterly

Self Cite

106

View full text Add to dashboard Cite

show abstract

“…It is through these tenants of disciplinary literacy that students engage content in multiple and meaningful ways, connecting content and concepts to working memory. Though few large-scale studies have attempted to ascertain if exposure to such instruction are core practices that optimize students learning potential, modest-scale studies suggest that exposure to these text-dependent methods has the potential to improve students' understanding and knowledge acquisition in history (Monte-Sano & De La Paz, 2012;De La Paz, et al, 2014;Nokes, 2010;Reisman, 2012;VanSledright, 2011).…”

Section: The Influence Of Disciplinary Literacymentioning

confidence: 99%

An analysis of predictors of history content knowledge: Implications for policy and practice

Fitchett¹,

Heafner²,

Lambert³

2017

EPAA

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Abstract:How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies instruction in schools; and their own cultural perspectives toward the past. In an attempt to better understand the complex inter-play among these dimensions, we examined relationships among student sociocultural characteristics, instructional exposure, and school-level variables and US History content knowledge. Using data from the 2010 National Assessment of Educational Progress Test on US History (NAEP-USH), multilevel analyses indicated that while sociocultural indicators (such as race, gender, and socioeconomic status) correlate with achievement, students' Education Policy Analysis Archives Vol. 25 No. 65 2 instructional exposure variables remain significant predictors of history content knowledge. Moreover, school context such as building-level demographics and state testing-policy predict between school variance in content knowledge and moderate the achievement gap. Results also suggest that, while a substantial achievement gap remains, exposure to text-based instructional practices is associated with increased knowledge. Findings from this study have policy implications for the development of a more inclusive social studies curriculum, the advocating of text-dependent instruction as a high-leverage practice among history teachers, and cautious consideration of tests as proxies for accountability in history education. Keywords: history education; social studies education; content knowledge; National Assessment of Educational Progress (NAEP) Un análisis de los predictores del conocimiento del contenido de la historia: Implicaciones para la política y la práctica Resumen: Entender cómo y cuántos alumnos aprenden sobre contenido histórico es un proceso complicado, basado en oportunidades de aprendizaje que los alumnos encuentran, en una política de priorización de la enseñanza de contenido histórico o de ciencias sociales, y en las perspectivas culturales de los alumnos sobre el estudio del pasado. Con el objetivo de entender la relación compleja entre los diversos aspectos en este proceso de aprendizaje, investigamos la relación entre características socioculturales de los alumnos, acceso a este tipo de enseñanza, y variables explicativas de escuelas y del conocimiento de la historia de los Estados Unidos. El resultado de nuestra modelación jerárquica indica que mientras variables socioculturales (raza, sexo y situación socioeconómica) se correlacionan con éxito, con datos de la Evaluación Nacional de la Prueba de Progreso Educativo en Historia Americana (NAEP-USH, por sus siglas en inglés) Académico, las variables de acceso a este tipo de enseñanza son parámetros importantes para el conocimiento del contenido histórico. Además, variables sobre la escuela, por ejemplo demografía de la escuela y políticas estaduales en cuanto a pruebas académicas, son parámetros relevantes en el análisis de varianza en con...

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“…De La Paz et al, 2014;Reisman, 2012a;Stoel, Van Drie, & Van Boxtel, 2017). To contribute, we conducted an intervention study focusing on the learning and teaching of historical contextualization.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Promoting historical contextualization: the development and testing of a pedagogy

Huijgen

Grift

Boxtel

et al. 2018

Journal of Curriculum Studies

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Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning

Cited by 88 publications

References 23 publications

A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

An analysis of predictors of history content knowledge: Implications for policy and practice

Promoting historical contextualization: the development and testing of a pedagogy

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