Building Disciplinary Literacy through Thinking like a Historian: A Case Study

Autor/in	Franco, Eric V.
Titel	Building Disciplinary Literacy through Thinking like a Historian: A Case Study
Quelle	(2010), (154 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Edgewood College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-0203-7
Schlagwörter	Hochschulschrift; Dissertation; Program Effectiveness; Classroom Environment; Historians + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Klassenklima; Unterrichtsklima; Historian; Historiker
Abstract	The purpose of this study was to identify whether the new curricular framework, Thinking Like a Historian (TLH), had a transformative impact on a classroom teacher's disciplinary literacy. A single instrumental case study was developed to identify nuances of integrated historical literacy throughout the observations of the teacher in practice. The researcher relied on naturalistic observations, structured and unstructured interviews, a sample of pre and post TLH lessons, and digital photographs of the classroom environment were collected and later analyzed for patterns and emergent themes. The findings of the study showed that TLH had a significant transformative impact on the disciplinary framing and literacy of the teacher. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10