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作者 Marron, Paula S
書名 Writing in elementary social studies classrooms: Action research documenting how students' composing processes inform curriculum development
國際標準書號 9780542792816
book jacket
說明 297 p
附註 Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2470
Adviser: Lucy M. Calkins
Thesis (Ed.D.)--Teachers College, Columbia University, 2006
In this action research study, the primary investigator worked with four teachers to describe and document how the observation of six upper elementary grade students' composing processes in response to document-based social studies curricula informs the teachers' shared curriculum development. Specifically, the teachers conducted six case studies of students' writing and higher level thinking in social studies over a sixteen week period. The study was a recursive one with teachers shifting between the role of researcher and that of curricular designer
Case-study data were collected during six fifty-minute observation sessions a week for three consecutive social studies units. These case-study data included: observations and detailed field notes; audio-taped peer conferences; video-taped think-aloud protocols; and student-produced written artifacts. The teacher-researchers convened formally in six ninety-minute focus group sessions. Together, they coded data in three ways. They deciphered patterns in student writing; described and identified connections between writing and higher level thinking in social studies; and, revised and field-testing curriculum changes
The results of the study demonstrated that, in varying degrees, writing can be used as one way to teach upper elementary students progressively higher levels thinking skills in social studies. Two major findings emerged from these data. First, the importance of subject matter knowledge can not be overstated. The data suggested that knowledge and comprehension are the required foundations for the development of higher level thinking in social studies. However, simply offering the knowledge was not the magic key. Rather, the key to understanding rested in the way that focal students used that knowledge. The importance of purposeful, planned instruction was the second major outcome that surfaced as a result of this research. Students' developing analytical skills were controlled by the subject matter knowledge presented and by the kinds of experiences and scaffolds provided. Finally, the study showed that teaching children to construct and reconstruct meaning in social studies required that the teacher-researchers join them in those reconstructions. The study suggested that, with a little finesse, teachers can design instruction that will coach students in ways that will help them do some higher level thinking through writing in social studies
School code: 0055
DDC
Host Item Dissertation Abstracts International 67-07A
主題 Education, Elementary
Education, Social Sciences
Language, Rhetoric and Composition
Education, Curriculum and Instruction
0524
0534
0681
0727
Alt Author Teachers College, Columbia University
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