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High-Stakes Testing for Adibashi Students: Colonial Approaches to Education for Indigenous Communities of Bangladesh
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| 2 |
What Do Upper-Elementary and Middle School Teachers Know About the Processes of Text Comprehension?
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In: Curriculum and Instruction Faculty Publications and Presentations (2022)
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Bend Like Bamboo: Resilience and Tools for Teaching in an Unstable World
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2021)
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| 4 |
Evaluation of an e-Learning teaching innovation to assist clinical radiation therapy educators in the provision of student feedback
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| 5 |
A Call for Liberty and Justice for All: Unraveling the Complexities in 2021
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In: Journal of Health Ethics (2021)
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| 6 |
Redesigning Community College Student Onboarding Through Guided Pathways
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| 7 |
Elementary Students' Coordination of Claims and Evidence in Science and History
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Abstract:
Argumentation is a key practice in many disciplines and, as such, is emphasized as an important skill in K-12 education. Despite its relevance to all content areas, little is known about how the same students engage in argumentation in different contexts. Furthermore, there is little research examining how students who are novices in argumentation use evidence to develop and support a claim. This dissertation addresses this issue by studying how students new to the practice engaged in evidence evaluation and argumentation in science and history, and looking at their understanding of evidence and argumentation across disciplines. This case study examines a classroom of third-grade students who had no prior instruction in evidence analysis or argumentation. They engaged in two evidence-based investigations, one in science and one in history. Students were given an investigation question and worked together in small groups to analyze evidence and develop an argument supporting their answer to the question. Data was collected in the form of video recordings of the small group work and students' written responses on graphic organizers that supported evidence analysis and argumentation. Additionally, they completed pre- and post- surveys asking about their beliefs about evidence in science and history and the work of each discipline. In the surveys, students demonstrated a generally limited sense of what evidence is and a stronger understanding of scientific practice in comparison with historical practice. When analyzing evidence in the investigations students did more to identify details and summarize the texts than to make inferences about them, and several interpreted the sources in ways that confirmed their initial ideas. In the argumentation portion, students had difficulty articulating the reasoning behind their evidence, and included evidence that was either inaccurate or did not support their claim. In both tasks, students did not engage in the social aspects of argumentation, namely discussion, and often just took turns stating their ideas. Despite these challenges, the students demonstrated many strengths considering their age and unfamiliarity with the practices. They were able to find details that were relevant to their claim and made inferences about the texts that were often accurate and identified points not explicitly stated. In addition, they successfully incorporated multiple sources and used language markers, like "because," to indicate they were providing justification. These findings suggest that while students of this age level may not have the background knowledge of the practices of evaluating evidence and constructing argument, they do have nascent abilities in both practices. With more support and stronger scaffolds, these students would have likely been very successful. Further research should continue to look at the reading strategies students use as they evaluate evidence and the reasoning students use to link evidence and claims, even if they do not explicitly state it. The methodological implications of the study are discussed, including the importance of using video of student work to analyze their argumentation practice, and the possibilities for future research. The findings also suggest instructional supports such as discussion protocols, graphic organizers, and exposure to accurate representations of historical and scientific practice. ; PHD ; Educational Studies ; University of Michigan, Horace H. Rackham School of Graduate Studies ; https://deepblue.lib.umich.edu/bitstream/2027.42/155176/1/jcmarino_1.pdf
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Keyword:
argumentation; Education; elementary education; science education; Social Sciences; social studies education
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URL: https://hdl.handle.net/2027.42/155176
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| 8 |
Exploring the opportunities and challenges of the digital world for early childhood services with vulnerable children
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| 9 |
Beer, Blood, and the Bible: Economics, Politics, and Geolinguistic Praxis in Kongo-Ngola (Congo-Angola)
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In: Davis IV, Edward C. (2018). Beer, Blood, and the Bible: Economics, Politics, and Geolinguistic Praxis in Kongo-Ngola (Congo-Angola). UC Berkeley: African American Studies. Retrieved from: http://www.escholarship.org/uc/item/15b4x1sj (2018)
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| 10 |
Preliteracy Skills in Primary-Aged English Language Learners
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In: The Advocate (2018)
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| 11 |
Are carer attitudes toward medications related to self-reported medication adherence amongst people with mental illness?
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In: Faculty of Social Sciences - Papers (Archive) (2018)
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| 12 |
Group Size and Adult International Field Study Programs: A Literature Review
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In: Adult Education Research Conference (2017)
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| 13 |
Momentum: The Academic and Economic Value of a 15-Credit First-Semester Course Load for College Students in Tennessee
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| 14 |
Enrichment activities in creative writing for gifted fifth grade children ...
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| 15 |
A survey of fifty-five ESEA Title VII bilingual education projects in the state of California ...
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| 16 |
Examining student work for evidence of teacher uptake of educative curriculum materials
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| 17 |
Case Studies of Online Testing in Multicultural School Districts
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In: Scholarship and Professional Work – Education (2014)
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| 18 |
Language Arts Achievement of Fourth Grade Students with Regard to Gender, Ethnicity, and Socioeconomic Status
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In: Electronic Theses and Dissertations (2013)
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| 19 |
The impact of professional development on early childhood educators' confidence, understanding and knowledge of education for sustainability
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In: School of Education (2013)
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| 20 |
The impact of professional development on early childhood educators' confidence, understanding and knowledge of education for sustainability
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