Developing Academic Discourse through Literacy and the 2016 U.S. Presidential Election: A Design-Based Approach
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| Title: | Developing Academic Discourse through Literacy and the 2016 U.S. Presidential Election: A Design-Based Approach |
|---|---|
| Language: | English |
| Authors: | Wrenn, Melissa, Reed, Adam |
| Source: | Journal of Adolescent & Adult Literacy. Sep-Oct 2019 63(2):189-200. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Grade 8 |
| Descriptors: | Grade 7, Grade 8, Civics, Presidents, Elections, Literacy Education, Teaching Methods, Interdisciplinary Approach, Academic Language |
| DOI: | 10.1002/jaal.983 |
| ISSN: | 1081-3004 |
| Abstract: | In this qualitative study, the authors investigated seventh- and eighth-grade students' participation in an elective civics course focused on the 2016 U.S. presidential election. The researcher and classroom teacher collaborated to embed literacy strategies into his curriculum in this design-based research study. The intervention cycle was repeated through six units of instruction over a nine-week period. Data analysis suggests that literacy strategies supported students with citing facts, understanding issues, and considering others. Teachers may learn how to use literacy strategies to develop disciplinary knowledge within civics education. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1226354 |
| Database: | ERIC |
| Abstract: | In this qualitative study, the authors investigated seventh- and eighth-grade students' participation in an elective civics course focused on the 2016 U.S. presidential election. The researcher and classroom teacher collaborated to embed literacy strategies into his curriculum in this design-based research study. The intervention cycle was repeated through six units of instruction over a nine-week period. Data analysis suggests that literacy strategies supported students with citing facts, understanding issues, and considering others. Teachers may learn how to use literacy strategies to develop disciplinary knowledge within civics education. |
|---|---|
| ISSN: | 1081-3004 |
| DOI: | 10.1002/jaal.983 |
