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Towards a Discipline Based Reflective Thinking Process for K-12 Students and Teachers Through On-line Discourse and Action Research
PROCEEDINGS

, California History-Social Science Project, UCLA, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The California History-Social Science Project a K-16 teacher professional development project out of the University of California, Office of the President, conducts an action research project for K-12 teachers focused on online discourse tools to support the development of discipline based reflective thinking processes in K-12. Teachers implement a six-step action research process in their classrooms on a discourse/action interaction model for student development of discipline based reflective thinking processes. As these processes develop, students better engage in historical thinking and understanding. Key to successful implementation, and the focus of the teachers' work, is the development and implementation of teacher provided supports. Results from last year's project (the first year) were positive in regards to participation, motivation, historical thinking and understanding, and writing skills. These results were particularly true for low performing and ESL students.

Citation

Wellman, E. (2002). Towards a Discipline Based Reflective Thinking Process for K-12 Students and Teachers Through On-line Discourse and Action Research. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2042-2047). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2019 from .

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