History as Narrative

Espin, Christine A.; Cevasco, Jazmín Yomha; Broek, Paul van den; Baker, Scott K.; Gersten, Russell

doi:10.1177/00222194070400020801

Cited by 22 publications

(6 citation statements)

References 30 publications

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“…This study supports descriptions of pre-service and practicing teachers who believe in the capabilities of students (Grant, 2003) and use knowledge of their students to identify areas that challenge students and then design effective lessons that help everyone be successful (Monte-Sano & Cochran, 2009). Ample evidence exists that students can think historically and participate actively (Barton & Levstik, 2004;Barton, McCully, & Marks, 2004;Brophy & VanSledright, 1997;VanSledright, 2002aVanSledright, , 2002b, especially students with disabilities (Espin et al, 2007;Okolo, Englert, Bouck, & Heutsche, 2007;Okolo, Ferretti, & MacArthur, 2007), and the four teachers in this study contribute to the literature of such descriptions. Four teachers demonstrated strong curriculum consonance (Thornton, 1988) and confirmed descriptions in literature of experienced secondary social studies teachers who can clearly articulate their beliefs are more likely to implement them (Evans, 1990;Fickel, 2000;Goodman & Adler, 1985;Grant, 2003;Thornton, 1988) and adds to the literature with a description of elementary social studies teaching.…”

Section: Grounding the Findings In Literaturesupporting

confidence: 69%

“…Despite the push for texts to be more considerate, Berkeley, King-Sears, Hott, and Bradley-Black (2014) and Berkeley, King-Sears, Vilbas, and Conklin (2016) found that secondary social studies texts showed only mixed improvement in readability. Although students are more likely to recall material when they read texts that are considerate (Beck, McKeown, Sinatra, & Losterman, 1991;Loxterman, Beck, & McKeown, 1994), and students with learning disabilities demonstrated improved comprehension when textbooks were rewritten to be more considerate (Espin, Cevasco, van den Broek, Baker, & Gersten, 2007;Harniss et al, 2007), few studies address the differences between how teachers use considerate and inconsiderate text in social studies. Crawford and Carnine (2000) found that teachers who use textbooks with inconsiderate text viewed reading their textbooks as a hurdle and devoted their time to helping students decode the text, but those with considerate texts did not always know how to structure class time when they had a considerate text.…”

Section: Challenges and Strategies For Students Who Strugglementioning

confidence: 99%

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“They are So Much More Capable than What We Really Allow”: Inclusive Beliefs, Practices, and Textbook Use

Hintz

2017

The Journal of Social Studies Research

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In this qualitative study I researched how five fifth-grade teachers’ beliefs in student capabilities influenced their curricular decision-making in daily activities with the History Alive! textbook. Students in the classrooms had reading levels 4–5 grades above and below grade level and included students with mild high-incidence disabilities. For four teachers, their strong beliefs determined what they did on a daily basis and matched the stated goals of the History Alive! textbook. For one teacher, the relationship was less clear. Three areas of beliefs emerged from observations and interviews, including: 1) beliefs about students’ capabilities in reading, 2) beliefs about students’ individual differences in learning, and 3) beliefs about students’ responsibility. Findings include when teachers believed and could articulate strong beliefs about the capability of students to read, write, and participate in collaborative activities, they designed classroom activities and assessments so that all students could learn from and participate in social studies activities. When teachers’ beliefs about student capabilities aligned with Teachers’ Curriculum Institute's principles for inclusive classrooms, classroom practices reflected those beliefs and textbooks supported their practices.

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Section: Grounding the Findings In Literaturesupporting

confidence: 69%

Section: Challenges and Strategies For Students Who Strugglementioning

confidence: 99%

“They are So Much More Capable than What We Really Allow”: Inclusive Beliefs, Practices, and Textbook Use

Hintz

2017

The Journal of Social Studies Research

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“…Espin, Cevasco, van den Broek, Baker, and Gersten (2007) described the ability to make causal connections between events as the “cement of the universe” (p. 175) and noted that many students with LD have difficulty making these connections. In history texts, causal connections may be confused when events are not presented in a clear sequence that helps students determine which event preceded the other.…”

Section: The Structure Of Dbrmentioning

confidence: 99%

Building BRIDGES

O’Connor

Beach

Sánchez

et al. 2015

Exceptional Children

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We tested the effects of teaching reading skills through U.S. history content for 38 eighth-grade poor readers whose reading ability ranged from second- to fourth-grade levels. Half of the students received special education services, and half of the students were English language learners. Students were taught to decode multisyllabic words, learn meanings of academic words, and identify cause-and-effect relationships. They used easy levels of history text and then bridged into more difficult text accounts of the same events. Results showed gains in performance across each cycle in each reading component. Comparisons between students in the intervention and their typically developing peers showed stronger gains for intervention students in vocabulary and comprehension strategies. Students with disabilities who received instruction in causes and effects of historical events scored similarly to typical readers in their general education history classes.

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“…Θ δομι του ςυγκεκριμζνου κειμζνου είναι αιτιακι (αίτιο/ αποτζλεςμα) (Slater, 1992), ζτςι, όπωσ αναφζρουν οι Kendeou, van den Broek, White, & Lynch (2007:31) ο ςχθματιςμόσ των κειμενικϊν αιτιακϊν ςυνδζςεων γίνεται αυτόματα ςτα παιδιά μεγαλφτερθσ θλικίασ και κακοδθγεί τθν κατανόθςι τουσ (Espin, Cevasco, van den Broek, Baker, & Gersten, 2007. Sundermeier, van den Broek, & Zwaan, 2005.…”

Section: επιλογι κειμζνωνunclassified

“…Οι ζρευνεσ τθσ Warsnak (1996) και των Carlson, Alejano, & Carr (1991) (Keenan, Betjemann, & Olson, 2008. Espin, Cevasco, van den Broek, Baker, & Gersten, 2007.…”

Section: α φφλοmentioning

confidence: 99%

Ανάπτυξη Και Παραγωγή Προκριματικού Εργαλείου Ανίχνευσης Δυσκολιών Στην Αναγνωστική Κατανόηση Των Μαθητών Των Ε' Και Στ' Τάξεων Του Δημοτικού Σχολείου

Κρόκου¹

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Α ν ά π τ υ ξ η κ α ι π α ρ α γ ω γ ή π ρ ο κ ρ ι μ α τ ι κ ο φ ε ρ γ α λ ε ί ο υ α ν ί χ ν ε υ ς η σ δ υ ς κ ο λ ι ώ ν ς τ η ν α ν α γ ν ω ς τ ι κ ή κ α τ α ν ό η ς η τ ω ν μ α θ η τ ώ ν τ ω ν Ε ' κ α ι Σ τ ' τ ά ξ ε ω ν τ ο υ δ η μ ο τ ι κ ο φ ς χ ο λ ε ί ο υ Διδακτορική ΔιατριβήΖωή Κρόκου ΑΘΗΝΑ 2011 v Περιεχόμενα πινάκων Πίνακας 1. Χαρακτθριςτικά αφθγθματικοφ και πλθροφοριακοφ κειμζνου 104 Πίνακας 2. Ταξινόμθςθ ερωτιςεων ςτο αφθγθματικό κείμενο: Πριν τη Γαλλικθ Επανάςταςη 109 Πίνακας 3. Ταξινόμθςθ ερωτιςεων ςτο πλθροφοριακό κείμενο: Ο γίγαντασ των ζώων 109 Πίνακας 4. Συςχζτιςθ ερωτιςεων και επιπζδων κατανόθςθσ ςτο αφθγθματικό κείμενο: Πριν τη Γαλλικθ Επανάςταςη 109 Πίνακας 5. Συςχζτιςθ ερωτιςεων και επιπζδων κατανόθςθσ ςτο πλθροφοριακό κείμενο: Ο γίγαντασ των ζώων 110 Πίνακας 6. Κατανομι μακθτϊν ανά φφλο και ανά τάξθ 117 Πίνακας 7. Κατανομι μακθτϊν με και χωρίσ μακθςιακζσ δυςκολίεσ ανά φφλο και ανά τάξθ 118 Πίνακας 8. Μακθτικό δυναμικό Εϋ και ΣΤϋ τάξθσ Δθμοτικϊν Σχολείων Αττικισ 119 Πίνακας 9. Αναλογία μακθτϊν κάκε περιοχισ ωσ προσ το ςφνολο του μακθτικοφ πλθκυςμοφ Εϋ και ΣΤϋ τάξθσ τθσ Αττικισ 120 Πίνακας 10. Τελικό δείγμα μακθτϊν για τθν ζρευνα 121 Πίνακας 11. Ιδιοτιμι, ποςοςτό διαςποράσ και ακροιςτικό ποςοςτό διαςποράσ που ερμθνεφεται από κάκε παράγοντα 136 Πίνακας 12. Παραγοντικζσ φορτίςεισ, ιδιοτιμι που αντιςτοιχεί ςτον κάκε παράγοντα κακϊσ και ποςοςτό τθσ διαςποράσ που ερμθνεφεται από τον παράγοντα 138 Πίνακας 13. Συςχζτιςθ μεταξφ τθσ θλικίασ, ςε μινεσ, των παιδιϊν και του αρικμοφ των ςωςτϊν απαντιςεων 140 Πίνακας 14. Μζςεσ τιμζσ και τυπικζσ αποκλίςεισ (εντόσ παρενκζςεωσ) του αρικμοφ των ςωςτϊν απαντιςεων των μακθτϊν που αντιςτοιχοφν ςτουσ μακθτζσ τθσ Εϋ και ΣΤϋ τάξθσ, τιμζσ του ςτατιςτικοφ t και βακμοί ελευκερίασ (εντόσ παρενκζςεωσ), επίπεδο ςθμαντικότθτασ p κακϊσ και αρικμόσ ατόμων που περιζχει θ κάκε τάξθ (Ν1 για τθν Εϋ τάξθ και Ν2 για τθν ΣΤϋ τάξθ)

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History as Narrative

Cited by 22 publications

References 30 publications

“They are So Much More Capable than What We Really Allow”: Inclusive Beliefs, Practices, and Textbook Use

“They are So Much More Capable than What We Really Allow”: Inclusive Beliefs, Practices, and Textbook Use

Building BRIDGES

Ανάπτυξη Και Παραγωγή Προκριματικού Εργαλείου Ανίχνευσης Δυσκολιών Στην Αναγνωστική Κατανόηση Των Μαθητών Των Ε' Και Στ' Τάξεων Του Δημοτικού Σχολείου

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