Developing Academic Discourse Through Literacy and the 2016 US Presidential Election: A Design-Based Approach

摘要

In this qualitative study, the authors investigated seventh- and eighth-grade students' participation in an elective civics course focused on the 2016 U.S. presidential election. The researcher and classroom teacher collaborated to embed literacy strategies into his curriculum in this design-based research study. The intervention cycle was repeated through six units of instruction over a nine-week period. Data analysis suggests that literacy strategies supported students with citing facts, understanding issues, and considering others. Teachers may learn how to use literacy strategies to develop disciplinary knowledge within civics education.