Dissertation/Thesis Abstract

Student contextualization in the history classroom: The roles of cognitive apprenticeship and teacher epistemology
by Clark, Tammy Lynn, Ph.D., State University of New York at Albany, 2012, 129; 3552114
Abstract (Summary)

Historical thinking is an integral part of understanding and doing history, as well as a good example of the kind of critical thinking necessary in today's society. This study, conducted in two phases, investigated ways in which students are brought to this higher level of thinking in the social studies classroom. Data collection occurred over two school years and encompassed four sections each of a seventh grade social studies course taught by two middle school social studies teachers. Phase I of the study was an interpretive case study that sought to better understand the possible connection between the epistemologies in the classroom of the teacher participants and their practices. The same teacher participants were recruited for Phase II, this time with data from Phase I of how their epistemic stances in relation to the discipline of history affected their classroom learning environments. Phase II was a mixed-methods study that sought to understand students' ability to use the historical literacy heuristic contextualization. More specifically, I was interested in investigating (1) the effect that cognitive apprenticeship and the use of multiple texts aimed specifically at encouraging historical thinking has on students' ability to contextualize and (2) the effect that cognitive apprenticeship in contextualized thinking has on students' tests scores. Observational field notes, student essays, and teacher interviews were analyzed qualitatively and student test scores and papers were analyzed quantitatively. Data from the first phase was important in understanding and interpreting data gathered in the Phase II and pointed to teacher epistemologies as an important link.

Indexing (document details)
Advisor: Bangert-Drowns, Robert
Commitee: Paska, Larry, Wilcox, Kristen
School: State University of New York at Albany
Department: Education Theory and Practice
School Location: United States -- New York
Source: DAI-A 74/06(E), Dissertation Abstracts International
Subjects: Social studies education
Keywords: Cognitive apprenticeship, Contextualization, Epistemic, Historical thinking, History, Secondary education
Publication Number: 3552114
ISBN: 978-1-267-90355-6
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy