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The Impact of Scaffolding on the Historical Thinking Skills of Middle School Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Impact of Scaffolding on the Historical Thinking Skills of Middle School Students./
Author:	Cox, William R.
Description:	1 online resource (207 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9780438113176

The Impact of Scaffolding on the Historical Thinking Skills of Middle School Students.
Cox, William R.

The Impact of Scaffolding on the Historical Thinking Skills of Middle School Students. - 1 online resource (207 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--University of South Carolina, 2018.

Includes bibliographical references

This study focuses on discovery of what combination of scaffolds will allow 8th grade social studies students to successfully interact with primary source historical documents. The teacher--researcher examined the impact of scaffolding on two obstacles to learning in the discipline of history: (a) the inability of students to navigate successfully through primary source material (reading comprehension) and (b) the inability of students to apply historical details to the broader context of history when dealing with primary sources. The study used a case-study design to collect qualitative data consisting of field notes, teacher and student interviews, and student artifacts. The study population consisted of middle school students from a rural Title I-designated South Carolina public middle school. The findings included three stages of scaffold application with multiple primary source documents. Further the teacher-researcher concludes best practice scaffolds for middle level students' interaction with primary source documents must include: a preparatory scaffold that requires students to complete a performance task that requires them to engage deeply with background information, adapted documents that have been leveled for the reading abilities of the students, an established close reading and annotation routine for students and guided questions that require answers with text evidence that help students dive into the complex issues of the document.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438113176Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

The Impact of Scaffolding on the Historical Thinking Skills of Middle School Students.
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Toby S. Jenkins.
502 $a Thesis (Ed.D.)--University of South Carolina, 2018.
504 $a Includes bibliographical references
520 $a This study focuses on discovery of what combination of scaffolds will allow 8th grade social studies students to successfully interact with primary source historical documents. The teacher--researcher examined the impact of scaffolding on two obstacles to learning in the discipline of history: (a) the inability of students to navigate successfully through primary source material (reading comprehension) and (b) the inability of students to apply historical details to the broader context of history when dealing with primary sources. The study used a case-study design to collect qualitative data consisting of field notes, teacher and student interviews, and student artifacts. The study population consisted of middle school students from a rural Title I-designated South Carolina public middle school. The findings included three stages of scaffold application with multiple primary source documents. Further the teacher-researcher concludes best practice scaffolds for middle level students' interaction with primary source documents must include: a preparatory scaffold that requires students to complete a performance task that requires them to engage deeply with background information, adapted documents that have been leveled for the reading abilities of the students, an established close reading and annotation routine for students and guided questions that require answers with text evidence that help students dive into the complex issues of the document.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
650 4 $a Middle school education. $3 1148691
650 4 $a Secondary education. $3 1179560
650 4 $a Social sciences education. $3 1179940
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