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A Design and Implementation Plan for Professional Development and Curriculum Modules of Historical Literacy in the Social Studies Classroom

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Date Issued:
2015
Abstract/Description:
The goal of this dissertation in practice was to create professional development and curriculum modules focused on historical literacy in order to help teachers fully engage students in learning historical literacy skills. Historical literacy is the ability to understand the importance of the source of a document, being able to close read a text, to place a source within its proper context, and to corroborate the information from one source to another. The implementation of a program of this nature is designed to help teachers and students develop these skills with the hope that it positively impacts not only student learning in the social studies classroom, but will also have a positive impact on student test scores, student college experiences, students' future careers, and students' role within our civic society.Included within this dissertation in practice is a model for how to facilitate an effective professional development program that helps increase teacher efficacy, teacher skill level, and teacher use of historical literacy. This model pays special attention to ensuring that teachers also see how the demands of various standards and teacher evaluation systems can be addressed through the use of historical literacy. Suggested use for this dissertation in practice is the creation of professional development programs that help schools implement best practices throughout the learning organization.
Title: A Design and Implementation Plan for Professional Development and Curriculum Modules of Historical Literacy in the Social Studies Classroom.
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Name(s): Cowgill, Daniel, Author
Hopp, Carolyn, Committee Chair
Vitale, Thomas, Committee Member
Fine, Terri, Committee Member
Scheiner, Cicely, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2015
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The goal of this dissertation in practice was to create professional development and curriculum modules focused on historical literacy in order to help teachers fully engage students in learning historical literacy skills. Historical literacy is the ability to understand the importance of the source of a document, being able to close read a text, to place a source within its proper context, and to corroborate the information from one source to another. The implementation of a program of this nature is designed to help teachers and students develop these skills with the hope that it positively impacts not only student learning in the social studies classroom, but will also have a positive impact on student test scores, student college experiences, students' future careers, and students' role within our civic society.Included within this dissertation in practice is a model for how to facilitate an effective professional development program that helps increase teacher efficacy, teacher skill level, and teacher use of historical literacy. This model pays special attention to ensuring that teachers also see how the demands of various standards and teacher evaluation systems can be addressed through the use of historical literacy. Suggested use for this dissertation in practice is the creation of professional development programs that help schools implement best practices throughout the learning organization.
Identifier: CFE0005775 (IID), ucf:50057 (fedora)
Note(s): 2015-08-01
Ed.D.
Education and Human Performance, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): Common Core State Standards -- Historical Literacy -- Next Generation Sunshine State Standards -- Dissertation in Practice -- Professional Development -- Social Studies -- History
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005775
Restrictions on Access: campus 2018-08-15
Host Institution: UCF

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