Using Text Sets to Facilitate Critical Thinking in Sixth Graders

• Published in: Literacy research and instruction Vol. 56; no. 2; pp. 132 - 157
• Main Authors: Scales, Roya Q., Tracy, Kelly N.
• Format: Journal Article
• Language: English
• Published: Coral Gables Routledge 03.04.2017; Taylor & Francis Ltd
• Subjects: Academic Standards; Adolescent literacy; Beliefs; Case Studies; Classroom Environment; Common Core State Standards; connected text; Critical Thinking; Evidence; Grade 6; Intermediate Grades; Language Arts; Literacy; Observation; Performance Factors; Professional Autonomy; Professional development; Questionnaires; Semi Structured Interviews; State Standards; Student Centered Learning; Student Characteristics; Student Empowerment; teacher autonomy; Teaching Methods; Teaching Styles; text sets; Text Structure; Thinking Skills; Video Technology
• ISSN: 1938-8071; 1938-8063
• DOI: 10.1080/19388071.2016.1269268

This case study examines features and processes of a sixth grade teacher (Jane) utilizing text sets as a tool for facilitating critical thinking. Jane's strong vision and student-centered beliefs informed her use of various texts to teach language arts as she worked to address demands of the Common Core State Standards. Text sets promoted multiple perspectives and fit with her beliefs about student empowerment. Despite contextual constraints, Jane used professional judgment to apply her learning from professional development to design and implement instruction. Findings support the idea that teachers need autonomy when choosing multiple texts across genres as well as effective strategies to engender critical thinking. Results can help guide further inquiry into types of teaching and classroom environments that facilitate or impede critical thinking.