Linda Kucan
Biographic Data
| ID | 6007779 |
|---|---|
| NAME | Linda Kucan |
| GIVEN NAMES | Linda |
| FAMILY NAME | Kucan |
| SIGNATURE | KUCAN L |
| AFFILIATIONS | University of Pittsburgh, PA, USA |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Were There Any Black People in Johnstown?” An Investigation of Culturally Relevant Pedagogy in Service of Supporting Disciplinary Literacy Learning in History
This case study describes how culturally relevant pedagogy can be used in disciplinary rigorous ways in an urban middle school history classroom. The focus is on a unit about the Johnstown Flood of 1889, which provided a setting for teaching about the event as well as the historical thinking practices of contextualizing, sourcing, and corroborating. The teacher supported students’ cultural and academic competence for learning both historical cont…
Thank You to Guest Reviewers
Engaging Middle School Students in Disciplinary Literacy Through Culturally Relevant Historical Inquiry
The authors share design principles from a middle school social studies unit that explored questions of local history and engaged students in extended work with complex texts. The unit involved constructing a problem space for students to explore multiple historical texts. Within that problem space, students had opportunities to develop focal literacy practices of history, consider cultural connections to the subject under study, and evaluate cur…
Thank You to Guest Reviewers
Introducing the Historical Thinking Practice of Contextualizing to Middle School Students
This article describes the design of a social studies unit about the Johnstown Flood of 1889 with a particular emphasis on how specific unit resources engaged middle school students in learning about the geographical and historical context of Johnstown, Pennsylvania. We also report on how the resources supported the teaching and learning of the historical thinking practice of contextualizing
The Video Viewing Task
Introducing the Historical Thinking Practice of Contextualizing to Middle School Students
This article describes the design of a social studies unit about the Johnstown Flood of 1889 with a particular emphasis on how specific unit resources engaged middle school students in learning about the geographical and historical context of Johnstown, Pennsylvania. We also report on how the resources supported the teaching and learning of the historical thinking practice of contextualizing
Were There Any Black People in Johnstown?” An Investigation of Culturally Relevant Pedagogy in Service of Supporting Disciplinary Literacy Learning in History
This case study describes how culturally relevant pedagogy can be used in disciplinary rigorous ways in an urban middle school history classroom. The focus is on a unit about the Johnstown Flood of 1889, which provided a setting for teaching about the event as well as the historical thinking practices of contextualizing, sourcing, and corroborating. The teacher supported students’ cultural and academic competence for learning both historical cont…
The Video Viewing Task
The Video Viewing Task
Introducing the Historical Thinking Practice of Contextualizing to Middle School Students
This article describes the design of a social studies unit about the Johnstown Flood of 1889 with a particular emphasis on how specific unit resources engaged middle school students in learning about the geographical and historical context of Johnstown, Pennsylvania. We also report on how the resources supported the teaching and learning of the historical thinking practice of contextualizing
Thank You to Guest Reviewers
Thank You to Guest Reviewers
Engaging Middle School Students in Disciplinary Literacy Through Culturally Relevant Historical Inquiry
The authors share design principles from a middle school social studies unit that explored questions of local history and engaged students in extended work with complex texts. The unit involved constructing a problem space for students to explore multiple historical texts. Within that problem space, students had opportunities to develop focal literacy practices of history, consider cultural connections to the subject under study, and evaluate cur…
Were There Any Black People in Johnstown?” An Investigation of Culturally Relevant Pedagogy in Service of Supporting Disciplinary Literacy Learning in History
This case study describes how culturally relevant pedagogy can be used in disciplinary rigorous ways in an urban middle school history classroom. The focus is on a unit about the Johnstown Flood of 1889, which provided a setting for teaching about the event as well as the historical thinking practices of contextualizing, sourcing, and corroborating. The teacher supported students’ cultural and academic competence for learning both historical cont…
Pedagogy (6 works) · Psychology (6 works) · Mathematics education (5 works) · Educator Training and Historical Pedagogy (3 works) · Social science (3 works) · Sociology (3 works) · Digital Storytelling and Education (2 works) · Discipline (2 works) · Diverse Scientific and Economic Studies (2 works) · Earthquake and Disaster Impact Studies (2 works)