Caroline C Sheffield
Biographic Data
| ID | 6348109 |
|---|---|
| NAME | Caroline C Sheffield |
| GIVEN NAMES | Caroline C |
| FAMILY NAME | Sheffield |
| SIGNATURE | SHEFFIELD C C |
| AFFILIATIONS | University of Louisville |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Spotlighting Progressive Women in U.S. History: Picture Books in the Middle School
In this article, the authors discuss a month-long research study where sixth grade students researched three women for the half-century after the U.S. Civil War War that worked to change their respective communities to address public issues: Jane Addams, Clara Lemlich, and Ida B. Wells. The sixth graders read a picture book for each of the three women, and examined primary and secondary sources to explore how each worked to overcome obstacles and…
Historical Context to Civic Action: Trade Books and Disciplinary Literacy Instruction
This six-day research project examined the potential for how trade books and primary sources can be used in concert with each other to develop middle school students’ disciplinary thinking skills in the manners advocated for in the C3 Framework. The project was focused on the trade book Thurgood, a picture book biography about Supreme Court Justice Thurgood Marshall. Students drew images and used words to describe Thurgood Marshall’s civic identi…
Examining the Cold War in the 1980s with Comic Books
The role of literacy in social studies education has been greatly elevated over the last decade. The National Council for the Social Studies (NCSS) models through the indicators of its C3 Framework how to strengthen K-12 students’ disciplinary thinking, literacy, and argumentation skills in the four core social studies disciplines: civics, history, geography, and economics. One resource that social studies teachers can use to address the indicato…
Mediating Emotive Empathy With Informational Text: Three Students’ Think‐Aloud Protocols of Gettysburg: The Graphic Novel
Although the popularity and use of graphic novels in literacy instruction has increased in the last decade, few sustained analyses have examined adolescents’ reading processes with informational texts in social studies classrooms. Recent research that has foregrounded visual, emotional, and embodied textual responses situates this qualitative study, in which three eighth‐grade students learned about the graphic novel format, responded in writing …
Clinical Preparation of Teachers in the Context of a University-Wide Community Engagement Emphasis
In this article, we describe development of a clinical model of teacher education connected to a community engagement commitment of the university known as the Signature Partnership Initiative. The current clinical model builds upon previously established collaborations of the College of Education and Human Development with district and school partners to offer a more authentic, comprehensive, and systemic approach to preparing new teachers and s…
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Clinical Preparation of Teachers in the Context of a University-Wide Community Engagement Emphasis
In this article, we describe development of a clinical model of teacher education connected to a community engagement commitment of the university known as the Signature Partnership Initiative. The current clinical model builds upon previously established collaborations of the College of Education and Human Development with district and school partners to offer a more authentic, comprehensive, and systemic approach to preparing new teachers and s…
Mediating Emotive Empathy With Informational Text: Three Students’ Think‐Aloud Protocols of Gettysburg: The Graphic Novel
Although the popularity and use of graphic novels in literacy instruction has increased in the last decade, few sustained analyses have examined adolescents’ reading processes with informational texts in social studies classrooms. Recent research that has foregrounded visual, emotional, and embodied textual responses situates this qualitative study, in which three eighth‐grade students learned about the graphic novel format, responded in writing …
Examining the Cold War in the 1980s with Comic Books
The role of literacy in social studies education has been greatly elevated over the last decade. The National Council for the Social Studies (NCSS) models through the indicators of its C3 Framework how to strengthen K-12 students’ disciplinary thinking, literacy, and argumentation skills in the four core social studies disciplines: civics, history, geography, and economics. One resource that social studies teachers can use to address the indicato…
Spotlighting Progressive Women in U.S. History: Picture Books in the Middle School
In this article, the authors discuss a month-long research study where sixth grade students researched three women for the half-century after the U.S. Civil War War that worked to change their respective communities to address public issues: Jane Addams, Clara Lemlich, and Ida B. Wells. The sixth graders read a picture book for each of the three women, and examined primary and secondary sources to explore how each worked to overcome obstacles and…
Historical Context to Civic Action: Trade Books and Disciplinary Literacy Instruction
This six-day research project examined the potential for how trade books and primary sources can be used in concert with each other to develop middle school students’ disciplinary thinking skills in the manners advocated for in the C3 Framework. The project was focused on the trade book Thurgood, a picture book biography about Supreme Court Justice Thurgood Marshall. Students drew images and used words to describe Thurgood Marshall’s civic identi…
Pedagogy (5 works) · Psychology (5 works) · Educator Training and Historical Pedagogy (4 works) · Sociology (4 works) · Digital Storytelling and Education (3 works) · Literacy (3 works) · Mathematics education (3 works) · Political science (3 works) · Social studies (3 works) · Computer Science (2 works)