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Examining Authentic Intellectual Work with a Historical Digital Documentary Inquiry Project in a Mandated State Testing Environment
Swan, Kathy Hofer, Mark J. Swan, Gerry
Swan, Kathy
Hofer, Mark J.
Swan, Gerry
Abstract
Three criteria for meaningful student learning--construction of knowledge, disciplined inquiry, and value beyond school--are assessed as authentic learning outcomes for an implementation of a digital documentary project in two fifth grade history classrooms where teachers' practices are constrained by a high-stakes testing climate. In all three areas, there was ample evidence of student engagement in authentic intellectual work in the student-created movies. Only when teachers are ambitious in looking beyond test score outcomes will students have opportunities for meaningful and authentic intellectual experiences.
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2011-01-01
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EJ918903.pdf
Adobe PDF, 277.44 KB
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Academic Achievement, High Stakes Tests, Grade 5, Relevance (Education), History Instruction, Program Implementation, Learner Engagement, Film Production, United States History, Elementary School Teachers, Case Studies, Student Projects, Suburban Schools, Rural Schools, Teaching Methods, Instructional Effectiveness, Evaluation Methods, Educational Technology, Computer Assisted Instruction, Multimedia Instruction, Documentaries
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Education