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**__Peer Interaction and Writing Development in a Social Studies High School Classroom__**

Peer review can be important and beneficial to incorporate into your classroom. Students are able to help other students further their writing ability with peer evaluation. The purpose of this study is too examine peer review as a part of the writing process, and to evaluate the affectiveness of this approach in building content knowledge. Students engaged in a structured peer review process as part of a written assignment in a 10th grade world history class. Students worked in small groups and analized each others written drafts. Students were able to gain a deeper understanding of historical events with peer reviews.

Berridge, Erick. "Peer Interaction and Writing Development in a Social Studies High School Classroom." //Online Submission// (2009): 1-43.

**__I thought This Was Social Studies, Not English, Miss! Improving Students' Attitudes to Reading and Writing in Year 9 and 10 Social Studies__**

This article talks about the low levels of literacy in New Zealand Seconday Schools. It talks about how it is affecting specifically the 9th and 10th grade area of Social Studies. The students who enter into the secondary level often struggle when it comes to engaging in text, their either resist or refuse. Teachers then have to work harder to incorporate and teach those students who refuse to read and write. One of the teachers faced with this problem has introduced "The Secondary Literacy Project." This has resulted in her classroom to change dramatically and her students to respond positively to the challenges.

Parker-Corney, Kate and Ken Kilpin and Rowena Taylor. "I Thought This Was Social Studies, Not English, Miss! Improving Students' Attitudes to Reading and Writing in  Year 9 and 10 Social Studies." //Kairaranga// 12 (2011): 1-7.

__**Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation**__ This article goes beyond the normal evaluations and interpretations of reading and writing. This study examines the discipline-specidifc literacy instructions of one history teacher and the simultaneous growth in his students' historical reasoning and writing. This study was done in an 11th grade U.S history course, where data was collected ranging from observations to class assignments. Students were able to construct a better and more accurate interpretation of the past.Three teaching strategies emphasized these aspects of historical thinking: annotating primary source readings; regular informal writing prompts that focused on historical perspectives followed by writing prompts that called for a synthesis of major issues; and feedback focused on evidence use and accuracy of interpretation. Overall the study suggests that a discipline-specific way of reading and writing can help students to understand history and to learn to think historically.

Monte-Sano, Chauncey. "Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and

Interpretation." //Curriculum Inquiry// 41 (2011): 1-38.

__**Incorporating Technology Into the Instruction of Social Studies**__

This article talks about how a teacher focuses on the the lack of achievement of its students in middle school social studies classes. The purpose of this project was to increase and motivate and engage students more by incorporating technology into the classroom. A total of 105 sixth grade students participated in this study in which the teacher researched documented low achievement in social studies by using a technology checklist, a social studies attitudinal survey, and behavior checklists. The following technologies were used during the intervention: SMARTboard, WebQuest, PowerPoint, and SMART Response Interactive Student Response System or clickers. Research found that disruptive behaviors decreased by 45%.

Goodin, Laura M. "Incorporating Technology Into the Instruction of Social Studies." //Master of Arts Action Research Project, Saint Xavier University// (2012): 1-79.


 * Here are the links to my other pages. Please click and enjoy!**
 * Angela's Lesson Plan**
 * Angela's Lesson Plan Exploration**
 * Angela's Web 2.0 **
 * Angela's Hot List**