K. Smolkowski, L. Strycker, L. Anderson, Peggy Marconi, Lisa Abia-Smith
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引用次数: 6
Abstract
This pilot study evaluated a novel professional development (PD) model designed to prepare K–12 educators in high-need rural school districts to teach evidence-based argument writing. The PD model showed teachers how to engage students in discussions about visual art using Visual Thinking Strategies (VTS) to enhance students’ argumentation writing. Twenty intervention teachers completed the PD program and conducted lessons in VTS and argument writing. Intervention teachers, compared with 34 comparison teachers, improved their perceived knowledge of critical thinking concepts, ability to teach critical thinking concepts, knowledge of concepts related to argument writing, and actual ability to perceive and analyze artistic work and understand characteristics used to convey intent and meaning (Hedges’s g > 0.50). Students in the intervention condition (N = 210 in K–11) improved their argument writing skills. Given the quasi-experimental design and small sample size, these findings should be viewed with caution but suggest promise.
期刊介绍:
The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.