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Fifth grade students' response to a multicultural study of the Middle Ages: An exploration of the use of multiple genres and multiple modalities.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Hunter, Kelly A.
- Language:
- English
- Subjects (All):
- Reading.
- Social sciences--Study and teaching.
- Social sciences.
- Education, Elementary.
- Multicultural education.
- 0455.
- 0524.
- 0534.
- 0535.
- Penn dissertations--Reading/Writing/Literacy.
- Reading/Writing/Literacy--Penn dissertations.
- Penn dissertations--Education.
- Education--Penn dissertations.
- Local Subjects:
- Penn dissertations--Reading/Writing/Literacy.
- Reading/Writing/Literacy--Penn dissertations.
- Penn dissertations--Education.
- Education--Penn dissertations.
- 0455.
- 0524.
- 0534.
- 0535.
- Physical Description:
- 231 pages
- Contained In:
- Dissertation Abstracts International 72-02A.
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- The review of research on the impact of social studies in the elementary classroom highlights the importance of children's early access to a social studies curriculum that lays a foundation for their learning and understanding of a democratic way of life. However, there is a paucity of research available on elementary students' social studies learning especially the factors that encourage critical thinking about democratic ideals. This study adds to research on students' responses to social studies and the National Council for Social Studies' (NCSS) reform recommendations for historical inquiry and the interpretative process. Specifically, this study sought to understand the affordances of multiple genres and multiple modalities on fifth-grade students' learning and reading responses to a multicultural unit of study on the Middle Ages as they studied it from European and non-European (focused on the Golden Age of Islam) perspectives. This qualitative study drew on methods of Grounded Theory (Strauss and Corbin, 1998). Data collection followed the students' thinking, knowledge and questions that occurred as the study moved from European to the non-European (Golden Age of Islam) perspectives of the Middle Ages. Data included semi-weekly classroom observations, field notes, audio recordings, interviews, student work, and analytic memos from February through June, 2009. Data coding and analysis was a collaborative process including the students and teacher. An analysis of the data found that the affordances of multiple genres included students' appreciation for the different genres as they met their reading expectations, opportunities for students to learn facts not just randomly but in deeper more meaningful ways, and provocative texts that inspired critical literacy responses. The multiple modalities facilitated students' learning, engaged them in the history, and served as springboard activities for their critical thinking. The study concluded that the multiple genres and multiple modalities worked together to facilitate students' movements from initial superficial perspectives and questions to deeper, more critical literacy responses and thinking that support NCSS's goals.
- Notes:
- Thesis (Ph.D. in Education) -- University of Pennsylvania, 2010.
- Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0471.
- Adviser: Lawrence R. Sipe.
- Local Notes:
- School code: 0175.
- ISBN:
- 9781124408835
- Access Restriction:
- Restricted for use by site license.
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