Jeffery D Nokes
Biographic Data
| ID | 6100206 |
|---|---|
| NAME | Jeffery D Nokes |
| GIVEN NAMES | Jeffery D |
| FAMILY NAME | Nokes |
| SIGNATURE | NOKES J D |
| AFFILIATIONS | Brigham Young University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
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…
Building Students' Historical Literacies
How can teachers incorporate the richness of historical resources into classrooms in ways that are true to the discipline of history and are pedagogically sound? Now in its second edition, this book explores the notion of historical literacy, adopts a research-supported stance on literacy processes, and promotes the integration of content-area literacy instruction into history content teaching. Providing an original focus on the discipline-specif…
Characteristics of Literacy Instruction That Support Reform in Content Area Classrooms
Current reforms in content area education present new challenges for literacy educators. These reforms promote engaging students in the practices of the disciplines—teaching students how to participate in an activity in which disciplinary content is produced. Content area literacy ( CAL ) instruction that supports only the learning of general academic or school literacies undermines these content area reforms and their focus on participation beca…
Cutting Edge Theory and Research in Assessing Historical Thinking
Assessing historical thinking is extremely difficult. To illustrate its complexity, consider the following: As I write this review, current events in Baltimore, MD, in the eastern United States are
Elementary Students’ Roles and Epistemic Stances During Document-Based History Lessons
This article reports on a study that repositioned elementary students in new roles as active, critical participants in historical inquiry—roles that required a more mature epistemic stance. It reports 5th-grade students’ responses to instructional methods intended to help them understand the nature of historical knowledge, appreciate the work of historians, read and reason with greater historical sophistication, and view themselves in more histor…
Building Students' Historical Literacies
How can teachers incorporate the richness of historical resources into classrooms in ways that are true to the discipline of history and are pedagogically sound? This book explores the notion of historical literacy, adopts a research-supported stance on literacy processes, and promotes the integration of content-area literacy instruction into history content teaching. It is unique in its focus on the discipline-specific literacies of historical i…
Professional Resources
The Observation/Inference Chart
The Observation/Inference (OI) Chart is a strategy that can help students learn to make observations and inferences when reading nontraditional texts such as artifacts, paintings or movies. Nontraditional texts can be highly engaging and provide authentic thinking experiences for students, but they can also be difficult to comprehend. Teachers can use the OI Chart to help students think deeply about texts and to become more metacognitive. The OI …
The paired-placement of student teachers
The paired-placement of student teachers
Elementary Students’ Roles and Epistemic Stances During Document-Based History Lessons
This article reports on a study that repositioned elementary students in new roles as active, critical participants in historical inquiry—roles that required a more mature epistemic stance. It reports 5th-grade students’ responses to instructional methods intended to help them understand the nature of historical knowledge, appreciate the work of historians, read and reason with greater historical sophistication, and view themselves in more histor…
The Observation/Inference Chart
The Observation/Inference (OI) Chart is a strategy that can help students learn to make observations and inferences when reading nontraditional texts such as artifacts, paintings or movies. Nontraditional texts can be highly engaging and provide authentic thinking experiences for students, but they can also be difficult to comprehend. Teachers can use the OI Chart to help students think deeply about texts and to become more metacognitive. The OI …
The paired-placement of student teachers
Professional Resources
Building Students' Historical Literacies
How can teachers incorporate the richness of historical resources into classrooms in ways that are true to the discipline of history and are pedagogically sound? This book explores the notion of historical literacy, adopts a research-supported stance on literacy processes, and promotes the integration of content-area literacy instruction into history content teaching. It is unique in its focus on the discipline-specific literacies of historical i…
Elementary Students’ Roles and Epistemic Stances During Document-Based History Lessons
This article reports on a study that repositioned elementary students in new roles as active, critical participants in historical inquiry—roles that required a more mature epistemic stance. It reports 5th-grade students’ responses to instructional methods intended to help them understand the nature of historical knowledge, appreciate the work of historians, read and reason with greater historical sophistication, and view themselves in more histor…
Cutting Edge Theory and Research in Assessing Historical Thinking
Assessing historical thinking is extremely difficult. To illustrate its complexity, consider the following: As I write this review, current events in Baltimore, MD, in the eastern United States are
Characteristics of Literacy Instruction That Support Reform in Content Area Classrooms
Current reforms in content area education present new challenges for literacy educators. These reforms promote engaging students in the practices of the disciplines—teaching students how to participate in an activity in which disciplinary content is produced. Content area literacy ( CAL ) instruction that supports only the learning of general academic or school literacies undermines these content area reforms and their focus on participation beca…
Building Students' Historical Literacies
How can teachers incorporate the richness of historical resources into classrooms in ways that are true to the discipline of history and are pedagogically sound? Now in its second edition, this book explores the notion of historical literacy, adopts a research-supported stance on literacy processes, and promotes the integration of content-area literacy instruction into history content teaching. Providing an original focus on the discipline-specif…
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…
Psychology (8 works) · Mathematics education (7 works) · Sociology (6 works) · Educator Training and Historical Pedagogy (5 works) · Pedagogy (5 works) · Computer Science (3 works) · Social science (3 works) · Educational Assessment and Pedagogy (2 works) · Epistemology (2 works) · Historical Thinking (2 works)