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NCSS College and University Faculty Assembly 2017

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The Effects of the IC3 for Reading/Prove it! For Writing Historical Reasoning Strategy with Academically Diverse Elementary Students

Fourth through sixth grade students were randomly assigned to learn how to write historical arguments using traditional discussion and a generic writing scaffold or disciplinary scaffolds for reading, thinking and writing for five weeks, using the same historical topics and materials. Important benefits were found for the disciplinary instruction.

Author(s):

Daniel Wissinger
Indiana University of Pennsylvania
United States

Susan De La Paz
University of Maryland
United States

Cara Jackson
Montgomery County Public Schools
United States

 

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