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1. Modeling Reading History Selectively
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In most disciplines, professors ask students to “read” without specifying what this operation means for their particular field. This chapter traces the path laid out in a cultural history class, where reading entails identifying the essential elements of a text.
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... Teacher candidates also read research that described expert historical thinking. Here, the work of Wineburg (2001), Bain (2005), Pace (2004), and others played an important role. ...
This case study presents the development of a system that integrated two strands of SoTL research—Decoding the Disciplines and Students as Partners—into a secondary history teacher preparation program. This system simultaneously refined teaching in undergraduate history courses and provided authentic learning experiences for secondary education teacher candidates. The system involved partnering a teacher preparation course with an undergraduate history course. Teacher candidates interviewed students from that history course to decode bottlenecks in their historical thinking. Teacher candidates then suggested instructional changes faculty could implement to respond to surfaced bottlenecks. This study explores how the connection between Decoding the Disciplines and Students as Partners can address the gap between university instruction and secondary teaching. It further describes how teacher candidates applied the decoding paradigm to analyze learning in undergraduate history courses and proposed curricular improvements. The study reflects on the benefits of this system for stakeholders, including teacher candidates, student researchers, history faculty, and undergraduate students taking history courses. Teacher candidates benefited from the practical experiences of decoding research, including eliciting learning cognition, assessing learner needs, and responding instructionally. Student research partners gained experience in data management and mixed-methods research while providing a valuable perspective as co-analysts. History faculty gained opportunities to have the cognition of their students systematically examined and receive recommendations for improving instruction. Finally, undergraduate students collectively benefited from improved instruction in history courses. This adaptable system could extend beyond history departments into other disciplines, especially in contexts that train secondary teachers.
... I supported the group by drawing upon my experience as a TLI reviewer to scaffold the writing process. I particularly used principles of decoding (Pace 2004) to illustrate processes and protocols in making explicit the purpose of the writing and the impact of the interventions. This culminated in successful publication in TLI and sparked an interest in the group in continuing the SoTL journey and thinking more strategically about the value of SoTL in their work. ...
This article reflects on my personal experience as a TLI reviewer. It draws upon a decade of learning with and from colleagues, and connects the lessons learned from being both a reviewer and producer of SoTL output. I signpost the challenges and opportunities that belie the role of a TLI reviewer and celebrate the success the role brings. Through the role of TLI reviewer, I have learned how to reshape feedback and structure guidance to support the submissions of manuscripts to TLI.
... Traditional history college classes followed the "lecture-textbook-test" model, but history professors are increasingly experimenting with other methods to foster student learning. Many of these approaches center on attempting to train students to "read like historians," employing more active stances toward reading such as annotating (Simpson & Nist, 1990); critical evaluation of source, context, and evidence (Hynd et al., 2004); and prioritizing information (Pace, 2004). A number of professors explicitly teach their students reading strategies, such as "Predatory Reading," which gives students permission to skim and the skills to identify argumentation (Rael, 2004). ...
Professors and students have contradictory views of course reading. Professors believe that reading outside of the classroom is essential in optimizing learning. However, students often find the readings to be time-consuming, not necessary to pass the class, and an option rather than a requirement. We surveyed 449 undergraduate university students and interviewed 17 university faculty to determine the perceived value of reading assignments in college classes. This preliminary study yielded that faculty could benefit from professional development workshops that will help them determine how to incorporate strategies to increase the students’ completion of assigned readings. By investigating students’ thoughts and concerns, professors can better understand how to make assigned readings more attractive to students.
... Thirteen shortlisted studies ( Three studies identified expert practices that consider the contribution which information sources make to History, Physiology and Phenomenology (Schlegel 2004;Pace 2004;Currie 2017). One study (Sundt 2010) discussed the importance of seeking out conflicting perspectives in the area of Criminal Justice as well as being aware that one enters a scholarly conversation which is incomplete and constant. ...
... Experts maintain that, in addition to perceiving scholarly conversations as dialogic, learners should summarise the changes in perspective over time on a particular topic within a discipline. Two studies (Ardizzone 2004;Pace 2004) found that it is important to interpret poetry and fiction within its historical contexts and to become familiar with various literary conventions that were applied over periods of time. This way of thinking can also be applied when analysing historical artefacts. ...
... Five shortlisted studies (Grim, Pace, and Shopkow 2004;Pace 2004;Schlegel 2004;Sundt 2010;Miller 2018) focussed on the expert capacity to assign trust to evidence within particular contexts and to understand that evidence is constructed in various ways by communities of practice. ...
This article reports on a systematic review of the literature to evaluate the Decoding the Disciplines paradigm (henceforth "DtD") in the development of expert disciplinary habits of mind in student learning. A search was conducted utilising various databases (EBSCOhost, DOAJ, JSTOR, SAGE Journals Online, Scopus, Wiley Online and uKwazi) (Library Search Engine) for the period 2004 to 2020. More than 500 papers, retrieved from nine scholarly databases, were screened, based on title and abstract, resulting in 33 shortlisted papers for analysis. The researcher and one independent reviewer assessed the methodological quality of the shortlisted articles. Five countries are represented in this study. The results of this review highlighted the impact that the DtD has on the development of expert ways of thinking in learners. The case studies attest to the fact that several insights, namely 1) Concretising abstract phenomena; 2) Overcoming emotional bottlenecks; 3) Making expert habits of mind explicit to the learner; 4) Trans-disciplinary approaches and the T-Shaped learner and 5) Synergies between threshold concepts and information literacy habits of mind, are capabilities that the DtD process could cultivate in student learning to overcome complex bottlenecks.
... Watching Schultz and Lovin decode their own mathematical thinking helped candidates develop mathematical knowledge for teaching (Ball, Thames, and Phelps, 2008). Likewise, in history education, Brown (2018) had secondary TCs read Pace's (2004) article that Decoded reading a text as a model of how historians read. TCs encountered a depiction of expert historical thinking through reading this study. ...
This paper makes a conceptual argument for using the Decoding the Disciplines research paradigm as a pedagogical innovation in the field of teacher education. It incorporates empirical findings from a research project in which teacher candidates conduct Decoding interviews to deepen understanding of historical thinking and learn pedagogical practices. Results indicate teacher candidates benefitted from conducting Decoding the Disciplines research and saw connections between that research and their future practice.
... Der große Unterschied zwischen den Lesezielen und -strategien erfahrener Historiker*innen und denen von Studienanfänger*innen ist in den vergangenen zwei Jahrzehnten in Arbeiten zur Sprache gebracht worden, die dem sich entwickelnden Feld einer fachspezifischen Hochschuldidaktik zugeordnet werden können (vgl. Wineburg 2001;Pace 2004;Neumann 2015;2019; zudem den Ratgeber von Weiß & Thieme 2020). 1 Danach erwarten Studierende von geschichtswissenschaftlichen Texten vor allem Informationen darüber, ‚wie es damals war', zudem wünschen sie sich, Texte in einem Durchgang lesen und verstehen zu können. Sie berichten oft, dass es ihnen schwerfällt, beim Lesen Wichtiges von Unwichtigem zu unterscheiden. ...
... Biology teachers have not used threshold concepts to a great extent since the idea was proposed by Meyer and Land (2005), but Ross et al. (2010) used threshold concepts to describe abstract ideas fundamental to the field. Although the term threshold concept remains unfamiliar to most historians, several have explored using threshold concepts as a mechanism for helping new postgraduate history teachers and tutors communicate historical thinking more effectively to undergraduates (Adler-Kassner, Majewski, & Koshnick, 2012;Cronin, 2014;Pace, 2004;Sendziuk, 2014;Wineburg, 2001). Leisure studies and recreation management threshold concepts are in their infancy. ...
Background: Experiential educators face difficulties assessing participants and programs because there are so many measurement tools to choose from, many measures have validity issues such as those based on self-reported data, objective tests may not adequately measure social or psychological outcomes, and tests in content disciplines often assess knowledge rather than skill in synthesis, analysis, or evaluation. Purpose: We hypothesized that an open-ended essay final would reliably measure individual growth, internalization of foundational threshold concepts in our disciplines, and the effectiveness of our outdoor, interdisciplinary program. Methodology/Approach: Student essays contained 36 student-generated concepts spread across our four disciplines (biology, writing, history, and recreation) which we compared with 20 threshold concepts from professional literature. Findings/Conclusions: Individual students identified about half of the concepts generated by the whole group, illustrating that their learning varied significantly. Our group identified 13 of the published threshold concepts. Students demonstrated comprehension of threshold concepts—foundational ways of seeing—as opposed to restatements of information from teachers’ lectures. Implications: Writing essays aids permanent cognitive and behavioral learning; coding responses to open-ended essay questions for threshold concepts can be a valuable tool for both individual student and program assessment in experiential education.
... Showing students how to think like experts in the discipline by exposing them to models of expert thinking. (See Pace [2004] for models in history; Ardizzone, Breithaupt, and Gutjahr [2004] for creative writing and literature; Durisen and Pilachowski [2004] for astronomy; Zolan, Strome, and Innes [2004] for genetics and molecular biology; and Rubin and Krishnan [2004] for marketing.) Assessing critical thinking skills instead of memorization skills through such means as reflective writing (Piergiovanni 2014), writing and re-writing papers (Tsui 2002), and tackling real-world problems (Jonassen 2000). ...
Although faculty agree that critical thinking is an important learning outcome for college courses, experts disagree on how to define and conceptualize critical thinking. Some researchers see it as a general skill, similar to reading or mathematics. Others see it as highly specific to each academic discipline, with critical thinking in one discipline being qualitatively different than critical thinking in another discipline. However, researchers to date have not yet tried to conceptualize how critical thinking might systematically vary across disciplines. The purpose of this study was to gather definitions of critical thinking from faculty in a range of disciplines and compare these domain-specific definitions to each other. Across disciplines, faculty defined critical thinking as applying knowledge to new situations, considering different viewpoints, evaluating options and evidence, and having a critical thinking disposition. The article concludes with suggestions for fostering critical thinking skills in general education courses.
... Because communicating as a historian centers around interpretation and evidencebased argumentation, students must read with particular skills, such as the ability to problematize content or use their own authority to make determinations about evidence (Engle & Conant, 2002). Furthermore, there is evidence to suggest that strategy instruction has a positive impact on students' ability to read in social studies (De La Paz, 2005;De La Paz & Felton, 2010;De La Paz et al., 2014;Reisman, 2012aReisman, , 2012b and that inquiry into student barriers to successful comprehension can guide this work (Pace, 2004). ...
Secondary teachers nationwide are encouraged by the Common Core State Standards and recent research to enact disciplinary literacy instruction. However, little is known about how teachers make sense of teaching disciplinary literacy skills to adolescents. To what extent might adolescents still need the kinds of foundational support provided by what Shanahan and Shanahan called intermediate strategy instruction, or instruction in general reading comprehension strategies? In this article, the authors describe findings from a disciplinary literacy project in which a group of high school social studies teachers (and the authors) discovered that a complex layering of intermediate and disciplinary literacy work was required to meet students' needs. Implications for teams of teachers wishing to explore this tension and keep their focus on helping students access and communicate content material are shared.
... At least seventeen studies using the Decoding process in various disciplines have been published, including the fields of humanities 13 , arts 14,15 , and natural sciences [16][17][18][19][20] , with the preponderance from the discipline of history [20][21][22][23][24] . In the area of faculty development in engineering education, The model uses a process of seven sequential steps that are aimed at addressing obstacles to learning in a discipline. ...