Susan De La Paz
Biographic Data
| ID | 5972264 |
|---|---|
| NAME | Susan De La Paz |
| GIVEN NAMES | Susan |
| FAMILY NAME | De La Paz |
| SIGNATURE | DE LA PAZ S |
| AFFILIATIONS | University of Maryland, College Park |
| ORCID | 0000-0003-3053-1825 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 30 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Addressing an Unfulfilled Expectation
Students with disabilities (SWD) in general education science classes are expected to engage in the scientific practices and potentially in the writing of arguments drawn from evidence. Currently, however, there are few research-based instructional approaches for teaching argument writing for these students. The present article responds to this need through the application of an instructional model that promises to improve the ability of SWDs to …
Historical Argumentation
In this article, we explore the uniqueness of argumentation within the field of history, considering whether historians’ processes in crafting an interpretive argument from inexact evidence might provide insights into processes vital for informed civic engagement and civil dialogue in democratic societies. We discuss the role of argumentation in history, taking both historian (expert) and student (novice) perspectives by considering what historic…
Perspectives about Disciplinary Argumentation in the Era of Post-truth
The papers that appear in this special issue are motivated by a shared concern about the cultural irrelevancy of truth (McIntyre, 2018; Oxford Languages, 2016) and the threat it represents to the institutions that buttress liberal democracy.Particularly worrisome is the imposition of restrictions on classroom discussion and instruction about "divisive" issues (Ferretti, 2023;Pendharker, 2021).Like Dewey (1916) and Gutmann (1999), we believe that …
Scientific argumentation and responsive teaching
Despite broad consensus on the value of classroom dialog for promoting scientific argumentation, tensions have emerged in the literature regarding the degree to which teachers should guide the dialogic process (dialogic stance). We use the lens of responsive teaching to examine how one teacher adjusts his instruction to foster dialog in three middle‐school science classrooms. Applying grounded theory to classroom dialogs and teacher interview dat…
The effects of historical reading and writing strategy instruction with fourth- through sixth-grade students
In this quasi-experimental study, 608 fourth-, fifth-, and sixth-grade students explored 5 historical investigations. In the experimental condition, teachers used a cognitive apprenticeship model to teach students historical reading and writing strategies. Comparison teachers used the same materials to deliver a business-as-usual form of instruction. Random assignment was at the individual level for fourth and fifth graders and at the classroom l…
Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing Difficulties
This article reports the results from a study investigating the effects of a discipline-specific reading and writing intervention (I3C/PROVE IT!) with fourth and fifth graders. Participants included 237 students with writing difficulties (WD) from an initial pool of 608 upper elementary school students in a larger study. Teachers and students were randomly assigned to I3C/PROVE IT! or business-as-usual conditions and then provided instruction on …
A Historical Writing Apprenticeship for Adolescents
This study explored the extent to which an 18‐day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students' historical argument…
Developing Historical Reading and Writing With Adolescent Readers
In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers. Findings indicate significant and meaningful growth of about 0.5 of 1 standard deviation in students’ abilit…
Evaluating American History Teachers' Professional Development
The United States government has invested nearly one billion dollars in funding to professional historians and history educators across the country since 2000 to strengthen the teaching of American history in elementary and secondary schools, yet we know little about how these programs impact student learning. Using data from one such Teaching American History (TAH) grant, the authors employ multilevel models to investigate the effects of profess…
Developing Historical Reading and Writing With Adolescent Readers
In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers. Findings indicate significant and meaningful growth of about 0.5 of 1 standard deviation in students’ abilit…
A Historical Writing Apprenticeship for Adolescents
This study explored the extent to which an 18‐day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students' historical argument…
Evaluating American History Teachers' Professional Development
The United States government has invested nearly one billion dollars in funding to professional historians and history educators across the country since 2000 to strengthen the teaching of American history in elementary and secondary schools, yet we know little about how these programs impact student learning. Using data from one such Teaching American History (TAH) grant, the authors employ multilevel models to investigate the effects of profess…
Evaluating American History Teachers' Professional Development
The United States government has invested nearly one billion dollars in funding to professional historians and history educators across the country since 2000 to strengthen the teaching of American history in elementary and secondary schools, yet we know little about how these programs impact student learning. Using data from one such Teaching American History (TAH) grant, the authors employ multilevel models to investigate the effects of profess…
Developing Historical Reading and Writing With Adolescent Readers
In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers. Findings indicate significant and meaningful growth of about 0.5 of 1 standard deviation in students’ abilit…
A Historical Writing Apprenticeship for Adolescents
This study explored the extent to which an 18‐day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students' historical argument…
Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing Difficulties
This article reports the results from a study investigating the effects of a discipline-specific reading and writing intervention (I3C/PROVE IT!) with fourth and fifth graders. Participants included 237 students with writing difficulties (WD) from an initial pool of 608 upper elementary school students in a larger study. Teachers and students were randomly assigned to I3C/PROVE IT! or business-as-usual conditions and then provided instruction on …
The effects of historical reading and writing strategy instruction with fourth- through sixth-grade students
In this quasi-experimental study, 608 fourth-, fifth-, and sixth-grade students explored 5 historical investigations. In the experimental condition, teachers used a cognitive apprenticeship model to teach students historical reading and writing strategies. Comparison teachers used the same materials to deliver a business-as-usual form of instruction. Random assignment was at the individual level for fourth and fifth graders and at the classroom l…
Scientific argumentation and responsive teaching
Despite broad consensus on the value of classroom dialog for promoting scientific argumentation, tensions have emerged in the literature regarding the degree to which teachers should guide the dialogic process (dialogic stance). We use the lens of responsive teaching to examine how one teacher adjusts his instruction to foster dialog in three middle‐school science classrooms. Applying grounded theory to classroom dialogs and teacher interview dat…
Addressing an Unfulfilled Expectation
Students with disabilities (SWD) in general education science classes are expected to engage in the scientific practices and potentially in the writing of arguments drawn from evidence. Currently, however, there are few research-based instructional approaches for teaching argument writing for these students. The present article responds to this need through the application of an instructional model that promises to improve the ability of SWDs to …
Historical Argumentation
In this article, we explore the uniqueness of argumentation within the field of history, considering whether historians’ processes in crafting an interpretive argument from inexact evidence might provide insights into processes vital for informed civic engagement and civil dialogue in democratic societies. We discuss the role of argumentation in history, taking both historian (expert) and student (novice) perspectives by considering what historic…
Perspectives about Disciplinary Argumentation in the Era of Post-truth
The papers that appear in this special issue are motivated by a shared concern about the cultural irrelevancy of truth (McIntyre, 2018; Oxford Languages, 2016) and the threat it represents to the institutions that buttress liberal democracy.Particularly worrisome is the imposition of restrictions on classroom discussion and instruction about "divisive" issues (Ferretti, 2023;Pendharker, 2021).Like Dewey (1916) and Gutmann (1999), we believe that …
Pedagogy (8 works) · Educator Training and Historical Pedagogy (7 works) · Mathematics education (7 works) · Psychology (7 works) · Sociology (6 works) · Linguistics (5 works) · Argumentation theory (4 works) · Discipline (4 works) · Educational Assessment and Improvement (3 works) · Educational Strategies and Epistemologies (3 works)