Implementing a disciplinary-literacy curriculum for US history. Learning from expert middle school teachers in diverse classrooms.

Autor/inn/en	Monte-Sano, Chauncey; De La Paz, Susan; Felton, Mark
Titel	Implementing a disciplinary-literacy curriculum for US history. Learning from expert middle school teachers in diverse classrooms.
Quelle	In: Journal of curriculum studies, 46 (2014) 4, S. 540-575Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2014.904444
Schlagwörter	Wissen; Middle School; Lehrer; Lehren; Curriculum; Geschichte (Histor); Schreib- und Lesefähigkeit; Alphabetisierung; USA
Abstract	In recent years, educators in the USA have emphasized disciplinary literacy as an essential path forward in cultivating adolescents' understanding of subject matter in tandem with literacy practices. Yet, this agenda poses challenges to teachers who have been tasked with its implementation. Here, we examine two expert US history teachers' efforts to implement curriculum that integrates reading, writing and thinking in history with academically diverse eighth graders. We conduct qualitative analyses of teacher observations and interviews as well as student work. This analysis provides insight into several issues that emerge in efforts to teach disciplinary literacy in history classrooms: the nuances of teachers' use of curriculum materials created by people other than themselves, teachers' appropriation and adaptation of curriculum materials and teachers' understanding of curriculum materials and disciplinary literacy goals. We find that teachers' knowledge of the discipline and attention to students' ideas allowed them to skillfully adapt the curriculum to better meet students' needs and push students' thinking. Orienting teachers toward disciplinary learning, ensuring a foundational understanding of their discipline and providing teachers with tools to teach disciplinary literacy are important steps to help students meet the demands of the disciplinary literacy agenda.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2014/4