"Start Talking": Design-Based Research to Support Latinx Achievement in Advanced Coursework Through Dialogic Teaching

• In Event: 28.090 - MTCC Roundtable Session Nine
  In Roundtable Session: 28.090-9 - Learning Together Through School University and Community Collaborative Research

Abstract

This paper reports the results of the second year of a successful research-practice partnership to increase Latinx student enrollment and success in advanced coursework. Using cycles of Design-Based Research (Reinking & Bradley, 2008) the researchers and the school partner implemented and refined an intervention meant to support evidence-based argumentation (an essential skill for success in college-level work). Our approach emphasized offering students’ agentive roles as they read and discussed challenging texts about meaningful issues (Johnson & Johnson, 2009) crafting arguments warranted with original reasoning within one diverse AP Language and Composition classroom. The promising results include improvements in argumentative writing and writing self-efficacy. The paper shares enhancing and inhibiting factors that can inform instruction in similar contexts.

Authors

• Ryan McCarty, National-Louis University

• Timothy C. Pappageorge, Maine West High School, District 207