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Writing in elementary social studies...

Marron, Paula S.

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Writing in elementary social studies classrooms: Action research documenting how students' composing processes inform curriculum development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Writing in elementary social studies classrooms: Action research documenting how students' composing processes inform curriculum development./
作者:	Marron, Paula S.
面頁冊數:	297 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2470.
Contained By:	Dissertation Abstracts International67-07A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3225175
ISBN:	9780542792816

Writing in elementary social studies classrooms: Action research documenting how students' composing processes inform curriculum development.
Marron, Paula S.

Writing in elementary social studies classrooms: Action research documenting how students' composing processes inform curriculum development. - 297 p.

Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2470.

Thesis (Ed.D.)--Teachers College, Columbia University, 2006.

In this action research study, the primary investigator worked with four teachers to describe and document how the observation of six upper elementary grade students' composing processes in response to document-based social studies curricula informs the teachers' shared curriculum development. Specifically, the teachers conducted six case studies of students' writing and higher level thinking in social studies over a sixteen week period. The study was a recursive one with teachers shifting between the role of researcher and that of curricular designer.

ISBN: 9780542792816Subjects--Topical Terms:

516171
Education, Elementary.

Writing in elementary social studies classrooms: Action research documenting how students' composing processes inform curriculum development.
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245 1 0 $a Writing in elementary social studies classrooms: Action research documenting how students' composing processes inform curriculum development.
300 $a 297 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2470.
500 $a Adviser: Lucy M. Calkins.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2006.
520 $a In this action research study, the primary investigator worked with four teachers to describe and document how the observation of six upper elementary grade students' composing processes in response to document-based social studies curricula informs the teachers' shared curriculum development. Specifically, the teachers conducted six case studies of students' writing and higher level thinking in social studies over a sixteen week period. The study was a recursive one with teachers shifting between the role of researcher and that of curricular designer.
520 $a Case-study data were collected during six fifty-minute observation sessions a week for three consecutive social studies units. These case-study data included: observations and detailed field notes; audio-taped peer conferences; video-taped think-aloud protocols; and student-produced written artifacts. The teacher-researchers convened formally in six ninety-minute focus group sessions. Together, they coded data in three ways. They deciphered patterns in student writing; described and identified connections between writing and higher level thinking in social studies; and, revised and field-testing curriculum changes.
520 $a The results of the study demonstrated that, in varying degrees, writing can be used as one way to teach upper elementary students progressively higher levels thinking skills in social studies. Two major findings emerged from these data. First, the importance of subject matter knowledge can not be overstated. The data suggested that knowledge and comprehension are the required foundations for the development of higher level thinking in social studies. However, simply offering the knowledge was not the magic key. Rather, the key to understanding rested in the way that focal students used that knowledge. The importance of purposeful, planned instruction was the second major outcome that surfaced as a result of this research. Students' developing analytical skills were controlled by the subject matter knowledge presented and by the kinds of experiences and scaffolds provided. Finally, the study showed that teaching children to construct and reconstruct meaning in social studies required that the teacher-researchers join them in those reconstructions. The study suggested that, with a little finesse, teachers can design instruction that will coach students in ways that will help them do some higher level thinking through writing in social studies.
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