Developing Historical Reading and Writing: Relationships Among Professional Development, Fidelity of Implementation, and Student Learning

• In Event: Roundtable Session 95
  In Roundtable Session: New Possibilities in Social Studies Education

Abstract

This session shares teacher and student outcomes from a federally funded project that focuses on teaching eighth graders to write historical arguments. We illustrate how fidelity of implementation (adherence) and adaptation data were collected and analyzed to refine both curriculum and professional development (PD) activities in our multi-year project. We see our approach as a departure from linear and unidirectional models of PD where curriculum determines PD, and PD determines implementation. Instead, we implemented a cyclical and multi-directional model where teachers are active participants in designing, implementing and reflecting on the curriculum. We argue that curriculum developers should design PD to help teachers know how to implement critical components faithfully and how to adapt the curriculum to enhance its impact.

Authors

• Susan De La Paz, University of Maryland

• Mark K. Felton, San José State University

• Robert G. Croninger, University of Maryland - College Park

• Chauncey Monte-Sano, University of Michigan - Ann Arbor