Title of Research Study: Teacher Perceptions Regarding The Use Of Document Based
Questions and Primary Resource Documents In Teaching Historical Thinking And Literacy Skills
Researcher's Contact Information:
Laura Astorian 404-667-5659
Introduction
You are being invited to take part in a research study conducted by Kennesaw State University of Kennesaw State University. Before you decide to participate in this study, you should read this form and ask questions about anything that you do not understand.
Description of Project
The purpose of the study is to determine teachers’ philosophical and pedagogical views regarding their definitions of historical thinking and to compare this to their attitudes and procedures regarding Document Based Questions and primary resource document use in their classrooms. This research will be used for my dissertation. My dissertation will examine how teachers engage with and instruct with Document Based Questions and primary resource document activities and how this influences their perceptions of and instruction of historical thinking and literacy.
Explanation of Procedures
You will be asked several brief questions in two interviews that will last no longer than a half hour each. These interviews will be audio recorded for later transcription and coding purposes. The interviews will be stored on a password-protected MacBook computer, allowing access to only the researcher. They will be deleted when the project is completed, and no identifying information will be used.
Time Required
Risks or Discomforts
There are no known risks or discomforts as part of this study. No identifying information or information regarding your participation in this study will be made known to any individual in an administrative position in either your school or county offices.
Benefits
Although there will be no direct benefits to you for taking part in the study, the researcher may learn more about historical thinking, which may encourage pedagogical innovation and new classroom techniques.
Confidentiality
The results of this participation will be confidential. Your name and the school at which you teach will not be revealed during the collection of data or in the completed work. All audio recordings and interview notes will be deleted at the conclusion of the project.
Inclusion Criteria for Participation
Participants must be licensed educators in the state of Georgia to participate. All participants must be 18 years old or older to participate in the study.
Signed Consent
I agree and give my consent to participate in this research project. I understand that participation is voluntary and that I may withdraw my consent at any time without penalty.
__________________________________________________ Signature of Participant or Authorized Representative, Date
___________________________________________________ Signature of Investigator, Date
________________________________________________________________________ PLEASE SIGN BOTH COPIES OF THIS FORM, KEEP ONE AND RETURN THE OTHER TO THE INVESTIGATOR
Research at Kennesaw State University that involves human participants is carried out under the oversight of an Institutional Review Board. Questions or problems regarding these activities should be addressed to the Institutional Review Board, Kennesaw State University, 585 Cobb Avenue, KH3403, Kennesaw, GA 30144-5591, (470) 578-2268.
Appendix C: Teacher Response Survey Questions
1. How long have you been teaching?
2. How many years have you taught world history?
3. How confident are you that you have a sufficient background (previous classes while in college, staff development sessions) in historical thinking skills and literacy?
4. Thinking about my previous question, would you explain why you rated your personal background in historical thinking at that level?
5. What is your personal definition of historical thinking/literacy?
6. Why do you feel that historical literacy is an important or unimportant skill for students to have?
7. How do you believe that students can develop historical thinking skills (practice, instruction, innate ability)?
8. How do you feel that primary resource document analysis contributes to historical thinking and literacy? Would you consider these activities necessary in your teaching?
9. If you have been incorporating PRD analysis for an extended period of time, have you been able to see improvement in student historical thinking skills? In what way?
Appendix D: Interview Questions
1. What is your personal definition of historical thinking?
2. Why do you feel that historical thought is an important or unimportant skill for students to have?
3. How do you believe that students develop historical thinking skills? Practice? Instruction? Innate ability?
4. How did you develop your personal historical literacy skills?
5. Did you have any exposure to DBQ lessons during your teacher education program?
6. What types of staff development have you been a part of regarding historical literacy and thinking skills not limited to but including the DBQ Project and Think Like a Historian?
7. Do you have any specific background in the field of historical literacy and thought outside of staff development and your teacher education program? If so, what?
8. Does your own method of development of historical literacy and thinking skills impact how you instruct your students? Why or why not?
9. Do you believe that it is important for a student to form a connection to the material?
10. What types of classroom activities do you use to develop student connections to the material (if you feel that it is important)?
11. How often do you utilize primary resource documents?
12. What types of PRDs do you select? How do you choose the selections that you use during class?
13. What do you feel the biggest challenges are in using primary resource document analysis activities?
14. How often do you use the county-provided DBQ Project questions in your class?
15. Which have you selected for use and why?
16. How do you feel these contribute to students’ historical thinking and literacy?
17. If you have been using the DBQ questions for an extended period of time, have you been able to see improvement in the students’ essays in terms of historical thinking skills? In what ways?
18. Do you believe that the DBQs and analysis of primary resource documents are necessary in your teaching and in the students’ learning?