Dyadic Learning in the Middle School Social Studies Class: A Case Study

• In Event: Social Studies Curriculum and Pedagogy

Abstract

This case study examined pairs of 8th graders learning historical texts in a social studies class in a private school. The teacher shifted the norm of whole-class instruction and created a unit that emphasized pairs of students reading primary texts together. The research attended to both students’ and teacher’s attitudes towards studying texts in this way. Observations, interviews, and archival documents were analyzed using grounded theory. Students enthusiastically embraced learning this way citing both social and intellectual benefits. Similarly their teacher applauded students’ opportunities to express their thoughts and feelings. However, she also expressed some reservations about giving up control. Implications are applied to best practices for conducting discussion in middle school social studies classes.

Author

• Rebecca Shargel, Towson University