NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ688186
Record Type: Journal
Publication Date: 2005-May
Pages: 0
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0022-0663
Effects of Historical Reasoning Instruction and Writing Strategy Mastery in Culturally and Academically Diverse Middle School Classrooms
De La Paz, Susan
Journal of Educational Psychology, v97 n2 p139-156 May 2005
Seventy 8th-grade students (including talented writers, those with average ability, and students in need of special education services) participated in an integrated social studies and language arts unit designed to promote historical understandings and argumentative writing skills. The historical reasoning instruction lasted 12 days, and the writing instruction lasted 10 days. Students applied historical inquiry strategies when reading documents related to westward expansion and learned to plan argumentative essays related to each historical event. Results indicate that in comparison to 62 students in a control group who did not receive either form of instruction, students who demonstrated mastery of the target strategies during instruction wrote historically more accurate and more persuasive essays regardless of their initial learning profile.
American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242. Tel: 800-374-2721 (Toll Free); Tel: 202-336-5510; TDD/TTY: 202-336-6123; Fax: 202-336-5502; e-mail:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A