Teaching High School Students With and Without Disabilities to Write Historical Arguments

• In Event: Sheraton Roundtable Session Eighteen
  In Roundtable Session: Writing and Learning Across the Content Areas in Special and Inclusive Education (Table 14)

Abstract

In this study, we explored the degree to which culturally and academically diverse high school students (including those with disabilities, SWD; ELL, and more proficient learners) benefited from a historical reading and writing cognitive apprenticeship that was implemented in a large district with urban, suburban, and rural areas in the 2021-2022 academic year. While prior work has established the benefits of our approach with younger students, teachers in the current project had substantially less support and the ninth grade participants faced great challenges upon return to in person schooling, after 15 months of virtual learning. Multilevel analyses indicate that all students grew in historical reasoning over the year, although SWD and ELL students demonstrated less proficiency than peers.

Authors

• Susan De La Paz, University of Maryland
  Presenting Author

• Josue Otarola, University of Maryland
  Presenting Author

• Daniel R. Wissinger, Indiana University of Pennsylvania
  Presenting Author

• Cameron Butler, Instructional Coach District of Columbia Public Schools (DCPS)
  Presenting Author

• Isaak Lindenbaum, University of Maryland Baltimore Campus
  Non-Presenting Author