Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership

Autor/inn/en	Monte-Sano, Chauncey; De La Paz, Susan; Felton, Mark; Piantedosi, Kelly Worland; Yee, Laura S.; Carey, Roderick L.
Titel	Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership
Quelle	In: Teacher Education Quarterly, 44 (2017) 4, S.98-124 (27 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Partnerships in Education; History Instruction; Best Practices; Common Core State Standards; Content Area Writing; Teacher Education; Intervention; Essays; Middle School Students; College School Cooperation; Grade 8; Faculty Development; Curriculum Design; Interviews; Student Writing Models; Writing Assignments; Teaching Skills; Educational Strategies + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; History lessons; Geschichtsunterricht; Common core curriculum; Curriculum; Kerncurriculum; Schriftliche Übung; Lehrerausbildung; Lehrerbildung; Essay; Aufsatzunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Lehrplangestaltung; Interviewing; Interviewtechnik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrstrategie
Abstract	The Common Core State Standards (CCSS) emphasize disciplinary literacy by making literacy instruction every teacher's responsibility (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). The CCSS require content area teachers to adapt curriculum and pedagogy to support disciplinary literacy development. Therefore, teachers accustomed to stressing only factual knowledge must shift to emphasize the disciplinary learning and thinking that undergirds literacy practices in their subject areas. In addition, they must learn to teach the reading and writing central to their disciplines. In this article, the authors share one school-based effort to support teachers' learning of a disciplinary literacy approach to social studies instruction and what their analysis of student work--one pedagogy used to support teachers--says about their learning. An 18-day U.S. history curriculum designed to teach eighth graders to write evidence-based historical arguments was developed and a 1-year professional development (PD) course for teachers who elected to implement the curriculum was created. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01