posted on 2021-05-01, 00:00authored byMichael J Bolz
Research examining students’ historical reasoning has heavily relied on evidence in the form of students’ written work to make claims about students’ ability to reason historically and have argued that the document-based history essay holds the most promise for assessing students’ historical thinking (Nokes & De La Paz, 2018). However, relatively little research has sought to understand the extent to which students’ written essays are an accurate approximation of students’ historical reasoning. The present study is an investigation of the historical reasoning that students engage in during the composing process relative to what is inferable from the essay.
History
Advisor
Goldman, Susan R
Chair
Goldman, Susan R
Department
Learning Sciences Research Institute
Degree Grantor
University of Illinois at Chicago
Degree Level
Doctoral
Degree name
PhD, Doctor of Philosophy
Committee Member
Radinksy, Joshua
Wink, Donald
Johnston, Robert
Britt, Mary A