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ERIC Number: EJ1157319
Record Type: Journal
Publication Date: 2017
Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership
Monte-Sano, Chauncey; De La Paz, Susan; Felton, Mark; Piantedosi, Kelly Worland; Yee, Laura S.; Carey, Roderick L.
Teacher Education Quarterly, v44 n4 p98-124 Fall 2017
The Common Core State Standards (CCSS) emphasize disciplinary literacy by making literacy instruction every teacher's responsibility (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). The CCSS require content area teachers to adapt curriculum and pedagogy to support disciplinary literacy development. Therefore, teachers accustomed to stressing only factual knowledge must shift to emphasize the disciplinary learning and thinking that undergirds literacy practices in their subject areas. In addition, they must learn to teach the reading and writing central to their disciplines. In this article, the authors share one school-based effort to support teachers' learning of a disciplinary literacy approach to social studies instruction and what their analysis of student work--one pedagogy used to support teachers--says about their learning. An 18-day U.S. history curriculum designed to teach eighth graders to write evidence-based historical arguments was developed and a 1-year professional development (PD) course for teachers who elected to implement the curriculum was created.
Descriptors: Partnerships in Education, History Instruction, Best Practices, Common Core State Standards, Content Area Writing, Teacher Education, Intervention, Essays, Middle School Students, College School Cooperation, Grade 8, Faculty Development, Curriculum Design, Interviews, Student Writing Models, Writing Assignments, Teaching Skills, Educational Strategies
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Authoring Institution: N/A
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