Skip to content
University of Maryland LibrariesDigital Repository at the University of Maryland
    • Login
    View Item 
    •   DRUM
    • Theses and Dissertations from UMD
    • UMD Theses and Dissertations
    • View Item
    •   DRUM
    • Theses and Dissertations from UMD
    • UMD Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    An Exploration of Motivation, Transfer, and Implementation During Self-Regulated Instruction and Cognitive Apprenticeships in Secondary Science and Social Studies Classrooms

    Thumbnail
    View/Open
    Butler_umd_0117E_22094.pdf (2.024Mb)
    No. of downloads: 110

    Date
    2021
    Author
    Butler, Cameron
    Advisor
    De La Paz, Susan
    DRUM DOI
    https://doi.org/10.13016/tgvu-fwv1
    Metadata
    Show full item record
    Abstract
    The Next Generation Science Standards and the Common Core State Standards for Social Studies emphasize the importance of disciplinary literacy in helping students to think and interact with texts like experts (NCSS, 2013; NRC, 2013). Developing these skills, however, is difficult and students do not naturally display disciplinary thinking and literacy skills (Hogan & Maglienti, 2001; Wineburg, 1991). Researchers have determined several effective practices for addressing these cognitively demanding skills including the cognitive apprenticeship model with embedded self-regulated instruction (SRI; see De La Paz et al., 2017; Levin et al., 2021). In this dissertation, I discuss a range of topics that focus broadly on supporting students and teachers while they learn and teach cognitively demanding disciplinary literacy skills. I begin by examining SRI and its effects on motivation for students with or at risk for learning disabilities (LD). Next, I analyze the impact of a cognitive apprenticeship model that incorporates SRI on students’ literacy skills in science. Finally, I analyze the implementation of a similar cognitive apprenticeship model in history by observing fidelity, chronicling teacher curricular adaptations, and documenting the important factors that influence teachers’ instructional decisions. The first study identified that SRI has a positive impact on student motivation in addition to its positive impact on academics (see Antononiou & Souvignier, 2007; Graham & Harris 1989a; Schunk & Cox, 1986). The second study corroborates research on the cognitive apprenticeship model in science (Lee et al., 2021a; Levin et al., 2021) by demonstrating that the model can support the development of literacy skills in science inquiry settings. This study also shows how the model helps students to transfer learning to functionally different scenarios. The final study details the implementation of a cognitive apprenticeship intervention that supported the use of historical literacy skills during historical inquiries. This study establishes that with online professional development (PD) and continued coaching, teachers showed high degrees of fidelity and made adaptations that adhered to the tenants of the model and supported their specific students. Additionally, this study demonstrated how important factors such as teachers’ beliefs and pedagogical content knowledge (PCK) affect teacher implementation.
    URI
    http://hdl.handle.net/1903/28445
    Collections
    • Counseling, Higher Education & Special Education Theses and Dissertations
    • UMD Theses and Dissertations

    DRUM is brought to you by the University of Maryland Libraries
    University of Maryland, College Park, MD 20742-7011 (301)314-1328.
    Please send us your comments.
    Web Accessibility
     

     

    Browse

    All of DRUMCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister
    Pages
    About DRUMAbout Download Statistics

    DRUM is brought to you by the University of Maryland Libraries
    University of Maryland, College Park, MD 20742-7011 (301)314-1328.
    Please send us your comments.
    Web Accessibility