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NCSS College and University Faculty Assembly 2017

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The Impact of Modeled Historical Thinking Activities on Teacher Candidates’ Beliefs and Attitudes Regarding Disciplinary Literacy

In order to prepare teacher candidates to teach discipline specific literacy skills, teacher preparation programs must address their preconceived beliefs regarding literacy instruction. Based on the findings of a multiple-case study, this paper examines the influence of modeled historical thinking activities in methods coursework on teacher candidates’ beliefs about teaching.


Amy Bottomley
University of Cincinnati
United States

Prentice Chandler
Austin Peay State University
United States


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