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ERIC Number: ED551160
Record Type: Non-Journal
Publication Date: 2012
Pages: 166
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-3942-1
Teachers' Perceptions about Joining the Teaching of Writing and History
Maddy, Christine M.
ProQuest LLC, Ed.D. Dissertation, Walden University
In an effort to increase writing scores and improve knowledge about historical events, a school district in the western region of the United States trained several teachers through the Document Based Question (DBQ) program. The rationale for this study was to explore the perceptions of elementary teachers who participated in this training in order to plan a writing project joining social studies and writing needs at an elementary school. The frameworks utilized in this study to interpret data and plan the project were Vygotsky's theory of the zone of proximal development, joined with its more concrete theoretical application of the theory to the classroom, Wood, Bruner, and Ross's theory of scaffolding. Additionally, Bandura's theory of self-efficacy was used to gauge how participants perceived their role in the act of teaching. The questions that guided the study focused on teachers' perceptions regarding (a) joining the teaching of writing and history, (b) professional development, and (c) their students' sense of self-efficacy. This project study used a case study research design with the qualitative data from interviews of four teachers and their documentary material to substantiate its findings. Data were examined through coding that established common themes among the participants. Results revealed a lack of background information, missing global connections, and a need for meaningful professional development. The intended outcome of the study was a project focusing on the heritage of individual students that would allow them to study, learn, and educate their fellow peers about global diversity and diverse cultures as a way to implement social change for the individual student and community at large. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A