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ERIC Number: ED518884
Record Type: Non-Journal
Publication Date: 2010
Pages: 154
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-0203-7
ISSN: N/A
Building Disciplinary Literacy through Thinking like a Historian: A Case Study
Franco, Eric V.
ProQuest LLC, Ed.D. Dissertation, Edgewood College
The purpose of this study was to identify whether the new curricular framework, Thinking Like a Historian (TLH), had a transformative impact on a classroom teacher's disciplinary literacy. A single instrumental case study was developed to identify nuances of integrated historical literacy throughout the observations of the teacher in practice. The researcher relied on naturalistic observations, structured and unstructured interviews, a sample of pre and post TLH lessons, and digital photographs of the classroom environment were collected and later analyzed for patterns and emergent themes. The findings of the study showed that TLH had a significant transformative impact on the disciplinary framing and literacy of the teacher. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A