000			01849nam a22002417a 4500
003			ZW-GwMSU
005			20241011124015.0
008			241011b |||||||| |||| 00| 0 eng d
022			_a00220574
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB5 JOU
100	1		_aBrugar, Kristy A. _eauthor
245	1	0	_aTeaching social studies/history to elementary school students through a discipline-specific approach _ccreated by Kristy A. Brugar
264	1		_aBoston: _bBUSE, _c2016
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of Education _vVolume 196, number 2
520	3		_aThis mixed methods study explored students’ learning following an intervention unit, which focused on discipline-specific practices in elementary social studies/history. The following questions guided the research: To what extent does students’ learning in social studies/history change following their participation in a unit emphasizing disciplinary-specific practices? and How does their learning compare to students who learn the same content without this approach? Two fifth-grade teachers in a low socioeconomic district taught a disciplinary unit to their students, and a third fifth-grade teacher in the same district taught the same content to her students using a transmission approach. All students performed similarly on the pre-assessment; following the intervention students in the experimental classrooms made greater gains and demonstrated disciplinary-specific practices. This study has implications for elementary school instruction in social studies/history and literacy.
650			_aTeaching social studies/history _vElementary school students _xDiscipline-specific approach
856			_uhttps://doi.org/10.1177/002205741619600207
942			_2lcc _cJA
999			_c167693 _d167693