Kristin Menickelli
Biographic Data
| ID | 7528608 |
|---|---|
| NAME | Kristin Menickelli |
| GIVEN NAMES | Kristin |
| FAMILY NAME | Menickelli |
| SIGNATURE | MENICKELLI K |
| AFFILIATIONS | Western Carolina University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 0 |
It’s Not About Being Right
This research sought to develop argument as a problem-solving process by adding debate to social studies instruction with three groups of fifth-grade students. This design-based research (DBR) reports on the ways that instruction was refined across three topical units to develop argumentative agency and a critical participatory literacy. Students addressed current issues extended from historical events and engaged in issues collaboratively throug…
Courageous Voices
This article describes how one teacher immersed her sixth graders in an intensive three‐week thematic text set unit centered on courage. Her aim was to help students discover and take action on issues that mattered to them as they learned important literacy skills and strategies. Students engaged in significant reading, writing, and discussion as they developed and enacted action plans to create positive change. Intentionally designed instruction…
No prominent works on this page.
Courageous Voices
This article describes how one teacher immersed her sixth graders in an intensive three‐week thematic text set unit centered on courage. Her aim was to help students discover and take action on issues that mattered to them as they learned important literacy skills and strategies. Students engaged in significant reading, writing, and discussion as they developed and enacted action plans to create positive change. Intentionally designed instruction…
It’s Not About Being Right
This research sought to develop argument as a problem-solving process by adding debate to social studies instruction with three groups of fifth-grade students. This design-based research (DBR) reports on the ways that instruction was refined across three topical units to develop argumentative agency and a critical participatory literacy. Students addressed current issues extended from historical events and engaged in issues collaboratively throug…
Digital Storytelling and Education (2 works) · Education and Critical Thinking Development (2 works) · Literacy (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Action (physics (1 work) · Action research (1 work) · Argumentative (1 work) · Artificial Intelligence (1 work)