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Teacher Candidates as Student Partners in Decoding the Disciplines Research: Decoding How University Students Contextualize Historical Documents

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Title: Teacher Candidates as Student Partners in Decoding the Disciplines Research: Decoding How University Students Contextualize Historical Documents
Language: English
Authors: Ryan DiCostanzo, Anthony Discenza, Jenna Langone, Jared McBrady
Source: International Journal for Students as Partners. 2024 8(1):125-143.
Availability: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Secondary Education, Undergraduate Students, Time Perspective, Historiography, Primary Sources, Preservice Teachers, Teacher Role, Partnerships in Education, Higher Education, Secondary School Curriculum, Change Agents, Student Attitudes, History Instruction, Universities, Teaching Experience, Context Effect, Cognitive Processes, Faculty
Geographic Terms: New York
Abstract: This study examines the role of secondary teacher candidates as student partners in research into undergraduate students' historical cognition while contextualizing documents. It highlights the unique role of teacher candidates as near-peer interviewers and change agents within higher education and secondary curricula. Through using decoding the disciplines methodology to solicit student voice in near-peer interviews, teacher candidates identified areas for curricular change in teaching contextualization in university history courses. The involvement of teacher candidates extended beyond the university classroom and informed their future work in secondary education. Decoding experiences in university courses provided teacher candidates with insights into supporting secondary pupils' abilities to contextualize historical sources. This research demonstrates the potential of teacher candidates as near-peer interviewers and curricular change agents in secondary and higher education. Collaborative partnerships between teacher candidates and faculty can lead to meaningful curricular changes and effective teaching practices in higher education and secondary education contexts.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1446849
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Teacher Candidates as Student Partners in Decoding the Disciplines Research: Decoding How University Students Contextualize Historical Documents
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  Data: <searchLink fieldCode="AR" term="%22Ryan+DiCostanzo%22">Ryan DiCostanzo</searchLink><br /><searchLink fieldCode="AR" term="%22Anthony+Discenza%22">Anthony Discenza</searchLink><br /><searchLink fieldCode="AR" term="%22Jenna+Langone%22">Jenna Langone</searchLink><br /><searchLink fieldCode="AR" term="%22Jared+McBrady%22">Jared McBrady</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Students+as+Partners%22"><i>International Journal for Students as Partners</i></searchLink>. 2024 8(1):125-143.
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  Data: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
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  Data: 19
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Perspective%22">Time Perspective</searchLink><br /><searchLink fieldCode="DE" term="%22Historiography%22">Historiography</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Sources%22">Primary Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Curriculum%22">Secondary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Agents%22">Change Agents</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22History+Instruction%22">History Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty%22">Faculty</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study examines the role of secondary teacher candidates as student partners in research into undergraduate students' historical cognition while contextualizing documents. It highlights the unique role of teacher candidates as near-peer interviewers and change agents within higher education and secondary curricula. Through using decoding the disciplines methodology to solicit student voice in near-peer interviews, teacher candidates identified areas for curricular change in teaching contextualization in university history courses. The involvement of teacher candidates extended beyond the university classroom and informed their future work in secondary education. Decoding experiences in university courses provided teacher candidates with insights into supporting secondary pupils' abilities to contextualize historical sources. This research demonstrates the potential of teacher candidates as near-peer interviewers and curricular change agents in secondary and higher education. Collaborative partnerships between teacher candidates and faculty can lead to meaningful curricular changes and effective teaching practices in higher education and secondary education contexts.
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  Data: 2024
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  Data: EJ1446849
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 125
    Subjects:
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Time Perspective
        Type: general
      – SubjectFull: Historiography
        Type: general
      – SubjectFull: Primary Sources
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Teacher Role
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      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Secondary School Curriculum
        Type: general
      – SubjectFull: Change Agents
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: History Instruction
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      – SubjectFull: Universities
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Context Effect
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Faculty
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      – SubjectFull: New York
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    Titles:
      – TitleFull: Teacher Candidates as Student Partners in Decoding the Disciplines Research: Decoding How University Students Contextualize Historical Documents
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            NameFull: Ryan DiCostanzo
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            NameFull: Anthony Discenza
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            NameFull: Jenna Langone
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            NameFull: Jared McBrady
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              Y: 2024
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              Value: 8
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