The "Document-Based Lesson": Bringing Disciplinary Inquiry into High School History Classrooms with Adolescent Struggling Readers

Autor/in	Reisman, Avishag
Titel	The "Document-Based Lesson": Bringing Disciplinary Inquiry into High School History Classrooms with Adolescent Struggling Readers
Quelle	In: Journal of Curriculum Studies, 44 (2012) 2, S.233-264 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2011.591436
Schlagwörter	Social Studies; Secondary Education; History Instruction; Inquiry; Intervention; Outcomes of Education; Reading Difficulties; Special Needs Students; Curriculum Development; High School Students; Classroom Environment; Teacher Role; Prior Learning; Discussion (Teaching Technique); Reading Comprehension; Learner Engagement; Textbooks; Content Analysis; Critical Reading; California + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Sekundarbereich; History lessons; Geschichtsunterricht; Lernleistung; Schulerfolg; Reading difficulty; Leseschwierigkeit; Sonderpädagogischer Förderbedarf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Klassenklima; Unterrichtsklima; Lehrerrolle; Vorkenntnisse; Leseverstehen; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Kritisches Lesen; Kalifornien
Abstract	This article describes an attempt to bring disciplinary historical inquiry into the social studies classroom. This work emerges from a five-school 6-month intervention in San Francisco, "Reading like a Historian", which found main effects for student learning across four quantitative measures: historical thinking, factual knowledge, general reasoning, and reading comprehension. The purpose here is to describe the pedagogical practices that were at the heart of the intervention; in particular, a lesson structure that is called the "Document-Based Lesson". The Document-Based Lesson organized existing forms of social organization that typify social studies classrooms (e.g. lecture, recitation, seatwork, group-work, whole-class discussion), into a predictable and repeatable sequence that engaged students in the processes of historical inquiry. Rather than uproot the conventional norms and structures that define classroom behaviour, this study preserved the traditional role of the teacher and the signature activities that stand as landmarks of social studies instruction. Moreover, by providing classroom-ready materials and activities that married content knowledge and disciplinary inquiry, the Document-Based Lesson attempted to reconcile the fundamental tension in history instruction between depth and coverage. (Contains 2 notes and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10