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ERIC Number: ED546154
Record Type: Non-Journal
Publication Date: 2012
Pages: 300
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-9455-6
A Formative Experiment to Promote Disciplinary Literacy in Middle-School and Pre-Service Teacher Education through Blogging
Colwell, Jamie R.
ProQuest LLC, Ph.D. Dissertation, Clemson University
This dissertation describes a formative experiment that investigated how strategy instruction paired with collaborative blogging could promote disciplinary literacy among eighth-grade students in a social studies classroom and among pre-service teachers in a social studies methods course. Qualitative methods were utilized to collect and analyze data in this study. To determine modifications to the intervention, an embedded, single-case study was designed to analyze data iteratively using constant comparative methods. Post-study, qualitative methods were also used to conduct retrospective analysis to connect overall findings to theory. Three modifications were made, in the middle-school setting, to the intervention, which enhanced participants' progress toward the pedagogical goals of the study. Results indicated middle-school students' disciplinary-literacy skills and pre-service teachers' instructional methods improved during the intervention. Findings suggested: (a) In-service and pre-service teachers may struggle with beliefs about disciplinary literacy and technology, but practice and experience may shift those beliefs; (b) writing on a blog may be motivating for adolescents and heighten their awareness of audience; and (c) eighth-grade students are capable of engaging in disciplinary literacy, but explicit strategies may be necessary for their success. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools; Higher Education; Postsecondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A