A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies
نویسندگان
چکیده
This study explored the extent to which an 18-day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students’ historical argument writing. The intervention had positive and significant results for each writing outcome. After controlling for variables associated with students’ incoming abilities, the researchers found ABSTRACT
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