Historical Argumentation: Watching Historians and Teaching Youth

Nokes, Jeffery D.; Paz, Susan De La

doi:10.1177/07410883221148679

Cited by 11 publications

(8 citation statements)

References 86 publications

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“…Students are expected to develop the advanced literacy skills needed to read, write, and make and evaluate interpretative claims by using disciplinary strategies and standards when reading and writing. These factors have given impetus to interventions that improve students’ written disciplinary arguments (Alexander et al, 2023; Booth Olson et al, 2023; De La Paz et al, 2023; Nokes & De La Paz, 2023; VanDerHeide, et al, 2023).…”

Section: Writing Disciplinary Argumentsmentioning

confidence: 99%

“…Long before children have the capacity to write argumentative essays, they demonstrate surprisingly deft argumentative capacities when engaged in cooperative problem solving with their peers (Köymen & Tomasello, 2020; Köymen et al, 2020). Well-designed instruction that supports collaborative dialogic interactions about controversial issues has been shown to improve students’ argumentative writing (Alexander et al, 2023; De La Paz et al, 2023; Newell et al, 2011; Nokes & De La Paz, 2023; VanDerHeide et al, 2023). However, many novice writers, including students with disabilities (De La Paz, et al, 2023) and students with limited English proficiency (Booth Olson et al, 2023), are challenged to regulate the demands of goal setting, planning, writing, and revising their essays (Graham et al, 2013).…”

Section: Writing Disciplinary Argumentsmentioning

confidence: 99%

“…Explicit strategy instruction that supports students’ self-regulated problem solving during the writing process is demonstrably effective in improving their argumentative writing (Booth Olson et al, 2023; Harris, 2021; Harris & Graham, 2016). Other forms of instruction that may include dialogic or self-regulatory supports have been successful in teaching students the epistemic skills needed to write disciplinary arguments (De La Paz et al, 2023; Nokes & De La Paz, 2023; VanDerHeide et al, 2023).…”

Section: Writing Disciplinary Argumentsmentioning

confidence: 99%

“…Nokes and De La Paz (2023) discuss the epistemic skills and dispositions that support historical inquiry and enable historians to produce arguments about the past. In their view, historical problems, like those involving political matters, are inherently ill-defined (Simon, 1973) because the goal structure, problem space, and the available evidence are representations of the past, and as such, reflect the author’s values and purposes.…”

Section: This Issuementioning

confidence: 99%

See 3 more Smart Citations

Perspectives about Disciplinary Argumentation in the Era of Post-truth: Introduction to the Special Issue

Ferretti¹,

Paz²,

Mason³

2023

Written Communication

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Section: Writing Disciplinary Argumentsmentioning

confidence: 99%

Section: Writing Disciplinary Argumentsmentioning

confidence: 99%

Section: Writing Disciplinary Argumentsmentioning

confidence: 99%

Section: This Issuementioning

confidence: 99%

See 2 more Smart Citations

Perspectives about Disciplinary Argumentation in the Era of Post-truth: Introduction to the Special Issue

Ferretti¹,

Paz²,

Mason³

2023

Written Communication

Self Cite

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“…, 2022; Nokes et al ., 2007; Nokes, 2010; Reisman, 2012a). This allows them to draw meaning and make judgments that can be translated into effective arguments (Monte-Sano, 2008; Nokes and De La Paz, 2023; Reisman, 2012b). Additionally, high school students can learn to determine how sources fit within the greater historical context (De La Paz et al.…”

Section: Rationalementioning

confidence: 99%

Using virtual teacher PD to support implementation of a historical literacy curriculum

De La Paz,

Otarola,

Butler

2023

SSRP

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PurposeThis study aims to explore how teachers in a large, diverse district could use a complex adolescent literacy curriculum, and it coincided with the start of the coronavirus 2019 pandemic, also a time of great upheaval for this nation. The authors and district partners collaboratively designed document sets that could help students explore socially complex historical topics with discipline-specific reading and writing support. These challenges led to fully virtual PD and redesigned cognitive tools and lesson materials that could be used in a fully distanced learning environment.Design/methodology/approachPD and data collection were ongoing and iterative, as the authors' goals were to understand variability in teachers' understanding and how the social unrest in the nation and the need for distance learning would influence their application of our curriculum. Data sources included teacher artifacts, interviews and implementation surveys and anonymized student work samples. The third author wrote memos during webinars and district meetings. The authors employed a grounded theory approach to analyze teachers’ evolving understandings of how to teach students to make judgments, their lesson differentiation and their attention to social justice issues.FindingsTeachers who attended the authors' online PD increased their knowledge of the authors' cognitive apprenticeship (CA) approach to instruction, demonstrating more sophisticated understandings of important historical thinking skills and the need to provide students with explicit instruction and appropriate cognitive scaffolds. By the end of the year, teachers also showed ease in using new technological platforms and a more flexible use of disciplinary thinking scaffolds in ways the authors hoped. Finally, teachers in the authors' sample (and their students) frequently made connections between topics and sources in the authors' curriculum and ongoing societal problems (such as systemic racism) in this nation.Research limitations/implicationsThe authors' original sample of teachers was over 70; however, this number eventually fell to nine teachers (about 12.5% of the eligible participants) due to many ongoing challenges (e.g. teaching while parenting) during this time period. The authors note that teachers who remained engaged with the authors had over 10 years of experience and all but one had at some point been in a leadership position such as a team lead or department head. It is possible that experience teachers found on the authors' curriculum intervention to be too challenging to implement during the pandemic.Practical implicationsOnline PD can be successful when sessions focus on content that teachers will use with students. We provided video models showing teachers how to teach historical reading and writing using the authors' tools and supports authors' platform. Although brief, the authors gave teachers opportunities for collaborative practice during webinars, and time to share challenges related to virtual teaching. In return, teachers shared what was working for them and allowed the authors to use anonymized student materials as the basis for subsequent materials for teaching students to make historical judgments.Social implicationsAll students, including those with learning or attentional disabilities/difficulties, emergent bilingual students, underrepresented students or marginalized students, must learn to grapple with complex historical and political information. Doing so will support their ability to make sense of conflicting and/or politicized information that pervades the media today and to judge for themselves what counts as evidence and truth.Originality/valueAlthough there are a small number of teachers, this study shows that a strong research partnership between a university and district office can support the successful implementation of a complex historical literacy curriculum that allows students to explore social justice issues while learning important disciplinary literacy skills. Future work will share student learning outcomes.

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A case study of students’ and teachers’ attitudes towards BYOD and its use within their history classrooms

Chilton,

Wilson,

Dutton

2024

Educ Inf Technol

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In recent years, laptop and ‘Bring Your Own Device’ (BYOD) programs have become an integral part of teaching and learning in many Australian schools. For history teachers, the presence of BYOD in the classroom potentially provides the opportunity to align two key teaching goals: historical research skills; and information, communication and technology (ICT) skills. However, there is a dearth of literature that focuses on BYOD for history teaching and learning. This paper reports on the findings of a case study examining Year 9 students’ (13-15-year-olds) and teachers’ attitudes towards the uses of BYOD in their history classes. The findings are from a larger study that examined the way that BYOD was being used for the teaching and learning of historical research skills online. This study uses reflexive thematic analysis to analyse student questionnaires where students reflected on their learning and attitudes. Teachers completed questionnaires and participated in semi-structured interviews. This study has found that the presence of BYOD has heightened an underlying constructivist approach to history teaching. Both students and teachers greatly value the access that BYOD provides for student-centred historical inquiry, as well as valuing BYOD as a perceived labour saver. However, participants seemed to underestimate the role that BYOD is playing in narrowing students’ understanding of history to facts about the past. Despite the limits of its small sample size, this case study has important implications for history educators, which are discussed.

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Historical Argumentation: Watching Historians and Teaching Youth

Cited by 11 publications

References 86 publications

Perspectives about Disciplinary Argumentation in the Era of Post-truth: Introduction to the Special Issue

Perspectives about Disciplinary Argumentation in the Era of Post-truth: Introduction to the Special Issue

Using virtual teacher PD to support implementation of a historical literacy curriculum

A case study of students’ and teachers’ attitudes towards BYOD and its use within their history classrooms

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