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Effects of a Cognitive Apprenticeship on Transfer of Argumentative Writing in Middle School Science

Learning disability quarterly, 2024-05, Vol.47 (2), p.70-83

2024

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Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students

Reading & writing, 2022-02, Vol.35 (2), p.353-376

2022

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Evaluating American History Teachers' Professional Development: Effects on Student Learning

Theory and research in social education, 2011-01, Vol.39 (4), p.494-540

2011

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Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership

Teacher education quarterly (Claremont, Calif.), 2017-09, Vol.44 (4), p.98-124

2017

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Using Writing Tasks to Elicit Adolescents’ Historical Reasoning

Journal of literacy research, 2012-09, Vol.44 (3), p.273-299

2012

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Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms

Science education (Salem, Mass.), 2022-11, Vol.106 (6), p.1354-1374

2022

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Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers

Contemporary educational psychology, 2010-07, Vol.35 (3), p.174-192

2010

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Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing Difficulties

Journal of learning disabilities, 2020-05, Vol.53 (3), p.199-212

2020

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A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

Reading research quarterly, 2017-01, Vol.52 (1), p.31-52

2017

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Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments

Written communication, 2023-04, Vol.40 (2), p.448-481

2023

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Using virtual teacher PD to support implementation of a historical literacy curriculum

Social studies research & practice, 2023-11, Vol.18 (2), p.164-179

2023

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Promoting Motivated Writers: Suggestions for Teaching and Conducting Research with Students with Learning Disabilities and Struggling Learners

Learning disabilities (Pittsburgh, Pa.), 2018, Vol.23 (2), p.56-69

2018

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Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning

Theory and research in social education, 2014-04, Vol.42 (2), p.228-274

2014

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Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers

Learning disabilities research and practice, 2013-08, Vol.28 (3), p.129-141

2013

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A Strategic Approach to Writing and Revision for Students With Learning Disabilities

Teaching exceptional children, 2015-11, Vol.48 (2), p.93

2015

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Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience

Journal of research on technology in education, 2009-01, Vol.42 (2), p.151-173

2009

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FIX: A Strategic Approach to Writing and Revision for Students With Learning Disabilities

Teaching exceptional children, 2015-11, Vol.48 (2), p.93-101

2015

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Reading, Thinking, and Writing about History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12. Common Core State Standards in Literacy Series

Teachers College Press, 2014

2014

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Technology-Enhanced Project-Based Learning: Effects on Historical Thinking

Journal of special education technology, 2013-12, Vol.28 (4), p.1-14

2013

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Source Interpretation: Teaching Students With and Without LD to Read and Write Historically

Journal of learning disabilities, 2007-03, Vol.40 (2), p.134-144

2007

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Composing via Dictation and Speech Recognition Systems: Compensatory Technology for Students with Learning Disabilities

Learning disability quarterly, 1999-08, Vol.22 (3), p.173-182

De La Paz, Susan

1999

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Knowing the How and Why of History: Expectations for Secondary Students with and without Learning Disabilities

Learning disability quarterly, 2003-05, Vol.26 (2), p.142-154

2003

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Strategy Instruction in Planning: Effects on the Writing Performance and Behavior of Students with Learning Difficulties

Exceptional children, 1997-01, Vol.63 (2), p.167-181

1997

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STOP and DARE: A Persuasive Writing Strategy

Intervention in school and clinic, 2001-03, Vol.36 (4), p.234-243

De La Paz, Susan

2001

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Self-Regulated Strategy Instruction in Regular Education Settings: Improving Outcomes for Students with and without Learning Disabilities

Learning disabilities research and practice, 1999-03, Vol.14 (2), p.92-106

De La Paz, Susan

1999

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Effects of a Cognitive Apprenticeship on Transfer of Argumentative Writing in Middle School Science

Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students

Evaluating American History Teachers' Professional Development: Effects on Student Learning

Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership

Using Writing Tasks to Elicit Adolescents’ Historical Reasoning

Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms

Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers

Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing Difficulties

A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments

Using virtual teacher PD to support implementation of a historical literacy curriculum

Promoting Motivated Writers: Suggestions for Teaching and Conducting Research with Students with Learning Disabilities and Struggling Learners

Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning

Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers

A Strategic Approach to Writing and Revision for Students With Learning Disabilities

Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience

FIX: A Strategic Approach to Writing and Revision for Students With Learning Disabilities

Reading, Thinking, and Writing about History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12. Common Core State Standards in Literacy Series

Technology-Enhanced Project-Based Learning: Effects on Historical Thinking

Source Interpretation: Teaching Students With and Without LD to Read and Write Historically

Composing via Dictation and Speech Recognition Systems: Compensatory Technology for Students with Learning Disabilities

Knowing the How and Why of History: Expectations for Secondary Students with and without Learning Disabilities

Strategy Instruction in Planning: Effects on the Writing Performance and Behavior of Students with Learning Difficulties

STOP and DARE: A Persuasive Writing Strategy

Self-Regulated Strategy Instruction in Regular Education Settings: Improving Outcomes for Students with and without Learning Disabilities

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