Building disciplinary literacy through Thinking Like a Historian: A case study
by Franco, Eric V., Ed.D., EDGEWOOD COLLEGE, 2010, 153 pages; 3419833

Abstract:

The purpose of this study was to identify whether the new curricular framework, Thinking Like a Historian (TLH), had a transformative impact on a classroom teacher’s disciplinary literacy. A single instrumental case study was developed to identify nuances of integrated historical literacy throughout the observations of the teacher in practice. The researcher relied on naturalistic observations, structured and unstructured interviews, a sample of pre and post TLH lessons, and digital photographs of the classroom environment were collected and later analyzed for patterns and emergent themes. The findings of the study showed that TLH had a significant transformative impact on the disciplinary framing and literacy of the teacher.

 
AdviserKristine Mickelson
SchoolEDGEWOOD COLLEGE
SourceDAI/A 71-10, p. , Oct 2010
Source TypeDissertation
SubjectsEducational administration; History of education; Secondary education
Publication Number3419833
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