Graduate Program
Curriculum and Instruction
Degree Name
Master of Science in Education (MSEd)
Semester of Degree Completion
2018
Thesis Director
John H. Bickford III
Thesis Committee Member
Denise E. Reid
Thesis Committee Member
Tim N. Taylor
Thesis Committee Member
Edmund F. Wehrle
Abstract
Education standards are shifting to reflect a skills-based, rather than a content-centered, curriculum that focuses on students being literate across all disciplines. This study focuses on the skills of critical thinking, close reading, and text-based writing as it applies to the scientific and historical disciplines. Eighth grade students engaged in a text-based writing assignment that required evaluation of multiple sources to support their claims. Student responses were analyzed textually and verbally as it related to the content. Findings included the ability to identify students' struggles and successes with close reading, writing claims, evaluating evidence for importance, and connecting documents to strengthen evidence. The findings can inform teachers' approaches as they related to the findings with some examples including problem based learning, interdisciplinary learning, career based learning, differentiation within the classroom, and disciplinary literacy within science.
Recommended Citation
Doughty, Chelsie P., "Examining 8th Grade Students Disciplinary Literacy of Science Material" (2018). Masters Theses. 4549.
https://thekeep.eiu.edu/theses/4549
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Science and Mathematics Education Commons
