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ERIC Number: EJ913927
Record Type: Journal
Publication Date: 2011-Mar
Pages: 21
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-0042-0859
Teaching Academic Argument in an Urban Middle School: A Case Study of Two Approaches
Coker, David L., Jr.; Erwin, Eileen
Urban Education, v46 n2 p120-140 Mar 2011
In this case study, we examined the effects of two instructional methods, Self-Regulated Strategy Development (SRSD) and Collaborative Reasoning (CR), on students' written and oral arguments. Using an interview, we also explored students' understanding of academic arguments and their perceptions about the instruction. The students were 38 middle school, African American students in a low-income urban school. The results signaled the potential benefit of both instructional approaches to enhance the written argument skills of low-income, urban, middle school students. In addition, students in both conditions reported an improved understanding of some features of academic argument, and they recognized the value of instruction in argument. (Contains 2 tables and 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A