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

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Title: Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership
Language: English
Authors: Monte-Sano, Chauncey, De La Paz, Susan, Felton, Mark, Piantedosi, Kelly Worland, Yee, Laura S., Carey, Roderick L.
Source: Teacher Education Quarterly. Fall 2017 44(4):98-124.
Availability: 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
Peer Reviewed: Y
Page Count: 27
Publication Date: 2017
Document Type: Journal Articles
Reports - Descriptive
Education Level: Middle Schools
Descriptors: 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
ISSN: 0737-5328
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.
Abstractor: ERIC
Number of References: 47
Entry Date: 2017
Accession Number: EJ1157319
Database: ERIC
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  Data: Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+Quarterly%22"><i>Teacher Education Quarterly</i></searchLink>. Fall 2017 44(4):98-124.
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  Data: 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
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  Data: 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.
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      – Text: English
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        PageCount: 27
        StartPage: 98
    Subjects:
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: History Instruction
        Type: general
      – SubjectFull: Best Practices
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      – SubjectFull: Common Core State Standards
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      – SubjectFull: Content Area Writing
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      – SubjectFull: Intervention
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      – SubjectFull: Middle School Students
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      – SubjectFull: College School Cooperation
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      – SubjectFull: Educational Strategies
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      – TitleFull: Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership
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