ERIC Number: EJ1139420
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 44
Seeing Is Believing: Promoting Visual Literacy in Elementary Social Studies
Brugar, Kristy A.; Roberts, Kathryn L.
Journal of Teacher Education, v68 n3 p262-279 May-Jun 2017
This study addresses the following questions: Does professional development (PD) designed to meet third-, fourth-, and fifth-grade teachers' pedagogical and content needs influence how teachers teach and engage with graphical devices found in social studies texts? If so, what effect does that instruction and engagement have on students' comprehension of those devices and social studies reading materials that contain them? We worked with teachers and students in a context-embedded PD series that emphasized literacy skills specific to standards that address accessing and sharing information (Common Core State Standards for English Language Arts) as social studies specialists (e.g., historians, geographers, economists; C3 Framework), with a particular focus on the graphical devices commonly found in social studies instructional materials (i.e., captioned images, maps, tables, timelines). Using teacher interviews, curricular materials, field notes, and student pre- and post-assessments as data sources, we explain the impact of this intervention on teaching and learning.
Descriptors: Faculty Development, Grade 3, Grade 4, Grade 5, Elementary School Teachers, Pedagogical Content Knowledge, Social Studies, Literacy, Instructional Materials, Visual Stimuli, Pretests Posttests, Mixed Methods Research, Semi Structured Interviews, Observation, Intervention
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Authoring Institution: N/A