It’s Not About Being Right
Developing Argument Through Debate
Bibliographic Data
| ID | 21650216 |
|---|---|
| Authors | Jacquelynn A Malloy (0000-0002-0259-6122, Clemson University, corresponding author), Kelly N Tracy (Western Carolina University), Roya Q Scales (0000-0002-3368-1880, Western Carolina University), Kristin Menickelli (Western Carolina University), W David Scales (0000-0003-2670-3831, Western Carolina University) |
| Year | 2020 |
| Volume | 52 |
| Issue | 1 |
| Pages | 79-100 |
| Publication date | 2020-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Reading Behavior (JOURNAL) |
| Journal identifiers | ISSN: 0022-4111 • E-ISSN: 1554-8430 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1086296x19896495 |
| OpenAlex | W2997377816 |
| Language | EN |
| Citations received | 5 |
| References cited | 19 |
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 through debates, then individually in their writing. DBR approaches afforded a description of the factors that enhanced and inhibited argument development across the debate cycles and chronicled the modifications that were put in place to refine the instruction. A retrospective analysis led to pedagogical assertions that illuminate what was learned about the interrelationship of oral and written argument and the instructional refinements that were required to support arguments as a means of solving problems
Argumentative · Citizen journalism · Literacy · Mathematics education · Pedagogy · Political science · Social science · Sociology · Digital Storytelling and Education · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Law · Psychology
Merging Oral and Written Argumentation
Enhancing Evidence-Based Writing and Critical Thinking Skills of High School Students by Implementing a Debating-via-Zoom Approach
The effects of in-class debates on argumentation skills in second language education
Debate as a tool to develop disciplinary practices and student agency
Adopting an Empathizing Stance in Classroom Argumentation
The Dialogic Imagination
Design-based research and technology-enhanced learning environments
A Systematic Theory of Argumentation
Literacy as Social Action in City Debate
Teaching and Learning Argumentative Reading and Writing
Scaffolding Argumentation in the Social Studies Classroom
A Historical Writing Apprenticeship for Adolescents
Coefficient alpha and the internal structure of tests
| Citations per year | 1 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |