NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ983588
Record Type: Journal
Publication Date: 2012
Pages: 30
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0093-3104
Striving for Disciplinary Literacy Instruction: Cognitive Tools in a World History Course
Girard, Brian; Harris, Lauren McArthur
Theory and Research in Social Education, v40 n3 p230-259 2012
The authors present a case study of a world history teacher's mediation of her students' world historical thinking and writing through unit-level cognitive tools. They analyze both scaffolding and disciplinary tools that the teacher constructed for her students in order to improve their world historical thinking, and the degree to which the students used these supports. Ms. Stark's World History classroom and her teaching provide an instructive case that highlights potential avenues for supporting the development of historical disciplinary literacy and gives insight into the challenges in helping students make sense of large amounts of time and space in world history. This article corroborates research on the challenges of using scaffolding tools to teach history and the complexity of teaching disciplinary literacy, and illustrates the importance of close examinations of how teachers scaffold student acquisition of important disciplinary tools that support their thinking and writing in history in general and world history in particular. (Contains 2 tables and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A