Author(s): Stephanie Maria Bennett
Abstract:
One paradigm of history instruction is teaching students discipline-specific literacy practices in the social studies classroom. Being historically literate helps prepare students to be informed citizens. This paper examines what three Advanced Placement United States History (APUSH) teachers believe about historical literacy and how their beliefs influenced their implementation of historical literacy pedagogy in the history classroom.
Citation:
Bennett, S.M. (2014, Fall). Teachers’ beliefs and implementation of historical literacy pedagogy in three advanced placement United States history classrooms. The Georgia Social Studies Journal, 4(2), 53-67.