語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
The Integration of Reading, Writing,...
~
Bristow Evans, Marianne.
The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom./
作者:
Bristow Evans, Marianne.
面頁冊數:
1 online resource (187 pages)
附註:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:
Dissertation Abstracts International79-10A(E).
標題:
Social sciences education. -
電子資源:
click for full text (PQDT)
ISBN:
9780438068971
The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom.
Bristow Evans, Marianne.
The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom.
- 1 online resource (187 pages)
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Thesis (Ph.D.)--Utah State University, 2018.
Includes bibliographical references
The purpose of this feasibility study is to provide evidence of how integrating reading, writing, speaking, and listening skills into eighth-grade social studies instruction facilitates student understanding of content material and ability to write about social studies content. In this within-subjects paired-samples research study, 197 eighth-grade participants received instruction in a social studies content area and in argumentative writing. Data from a criterion-referenced social studies pre and posttest and data from pre and post instruction writing samples were analyzed to evaluate the influence of the integration of literacy tasks in middle school social studies classrooms on content area knowledge acquisition and argumentative writing quality. Analysis of the Criterion Referenced Test (CRT) data using regression analysis showed that there was a statistically significant increase in the students' performance on the CRT after the students engaged in literacy tasks emphasizing reading, writing, speaking, and listening during the social studies instruction. Analysis of the writing rubric scores using Cohen's d showed statistically significant differences exist between the students pre and post essay scores. These results suggest that having students engage in reading, writing, speaking, and listening tasks and in explicit writing instruction and production during a social studies unit facilitates their content knowledge acquisition, improves the overall quality of students' argumentative writing, and more specifically, improves the organization and development of that writing. It is recommended that further research be conducted to determine the best way to group students for collaboration when incorporating reading, writing, speaking, and listening tasks within content area instruction.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9780438068971Subjects--Topical Terms:
1179940
Social sciences education.
Index Terms--Genre/Form:
554714
Electronic books.
The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom.
LDR
:03081ntm a2200337Ki 4500
001
920428
005
20181129124502.5
006
m o u
007
cr mn||||a|a||
008
190606s2018 xx obm 000 0 eng d
020
$a
9780438068971
035
$a
(MiAaPQ)AAI10829609
035
$a
(MiAaPQ)usu:12800
035
$a
AAI10829609
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
$d
NTU
100
1
$a
Bristow Evans, Marianne.
$3
1195220
245
1 4
$a
The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom.
264
0
$c
2018
300
$a
1 online resource (187 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500
$a
Adviser: Sylvia Read.
502
$a
Thesis (Ph.D.)--Utah State University, 2018.
504
$a
Includes bibliographical references
520
$a
The purpose of this feasibility study is to provide evidence of how integrating reading, writing, speaking, and listening skills into eighth-grade social studies instruction facilitates student understanding of content material and ability to write about social studies content. In this within-subjects paired-samples research study, 197 eighth-grade participants received instruction in a social studies content area and in argumentative writing. Data from a criterion-referenced social studies pre and posttest and data from pre and post instruction writing samples were analyzed to evaluate the influence of the integration of literacy tasks in middle school social studies classrooms on content area knowledge acquisition and argumentative writing quality. Analysis of the Criterion Referenced Test (CRT) data using regression analysis showed that there was a statistically significant increase in the students' performance on the CRT after the students engaged in literacy tasks emphasizing reading, writing, speaking, and listening during the social studies instruction. Analysis of the writing rubric scores using Cohen's d showed statistically significant differences exist between the students pre and post essay scores. These results suggest that having students engage in reading, writing, speaking, and listening tasks and in explicit writing instruction and production during a social studies unit facilitates their content knowledge acquisition, improves the overall quality of students' argumentative writing, and more specifically, improves the organization and development of that writing. It is recommended that further research be conducted to determine the best way to group students for collaboration when incorporating reading, writing, speaking, and listening tasks within content area instruction.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2018
538
$a
Mode of access: World Wide Web
650
4
$a
Social sciences education.
$3
1179940
650
4
$a
Middle school education.
$3
1148691
655
7
$a
Electronic books.
$2
local
$3
554714
690
$a
0534
690
$a
0450
710
2
$a
ProQuest Information and Learning Co.
$3
1178819
710
2
$a
Utah State University.
$b
Education and Human Services.
$3
1180087
773
0
$t
Dissertation Abstracts International
$g
79-10A(E).
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10829609
$z
click for full text (PQDT)
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入