Toward Learning Trajectories in History Education

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Multiple Perspectives on Teaching and Professional Development in the Social Studies (Table 14)

Abstract

Abstract
This multi-year research study focused on improving student learning outcomes through the integration of primary sources from the Library of Congress’s collection. Using a learning trajectory framework, we identified a series of learning indicators and proficiency levels for students in grades 6-12 representing the proper developmental progression of ideas and skills necessary to use primary sources to understand history. Teacher participants in our project used the learning trajectories to sequence instructional activities. They collected data using action research methods to evaluate the planning, implementation, and assessment of the learning indicators. The university-based researchers conducted a wrap-around, qualitative case study to synthesize student and teacher outcomes.

Authors

• Meghan McGlinn Manfra, North Carolina State University

• Lindsey Payne, North Carolina State University