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Using Sequential Art to Engage Students in Historical Understanding

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Using Sequential Art to Engage Students in Historical Understanding 1 Using Sequential Art to Engage Students in Historical Understanding A thesis presented by John F. Gould to The School of Education In partial fulfillment of the requirements for the degree of Doctor of Education in the field of Education College of Professional Studies Northeastern University Boston, Massachusetts June, 2013 2 Abstract This study examines how the use of Sequential Art in a single classroom in a suburban high school supported students in the development of their historical understanding. The primary research question of the study is: How does the use of Sequential Art support students in developing the six components of historical thinking and understanding, as observed in the classroom by the researcher, as reported by the classroom teacher, and as determined through student focus groups, curriculum documents, and student work products? The research participants were drawn from a convenience sampling of a single tenth- grade United States History II class from a regional high school in southeastern Massachusetts. triangulated by collecting data from multiple sources, including observations, teacher interviews, student focus groups, curriculum documents, and student work. Historical understanding was defined using van Drie and van Boxtel’s (2007) framework. In addition, Vygotsky’s Sociocultural Learning Theory (1971; 1978; 1986) and Kolb’s Experiential Learning Theory (1981; Kolb & Kolb, 2003) informed the analysis of the findings. The findings of the study suggest that Sequential Art can be an extremely useful medium for supporting students’ engagement in historical thinking and understanding. Key Words: Sequential Art; Six Components of Historical Understanding; Comic Books; Sociocultural Learning Theory; Experiential Learning Theory 3 Acknowledgments As a student with a diagnosed language learning disability, I have completed my doctorate degree with the support of friends, colleagues, and family. I am grateful for the dedication of my advisor, Dr. Chris Unger. His support cannot be measured. His willingness to always find time for my questions facilitated the completion of this project. I also want to recognize Dr. Nena Stracuzzi, Dr. Jane Lohmann, and Dr. Allison Dover for their contributions. Another individual whose support and encouragement was steadfast is Dr. Raymond McCarthy. His friendship and encouragement have helped meet the challenge of the doctorate. My third reader, Dr. John Saltmarsh, has been my professor and mentor since September of 1990. Dr. Saltmarsh’s qualities are uncommon and I am grateful for his friendship. As an Assistant Principal, I am grateful for the guidance and support given to me by my Principal, Dr. Lisa Oliveira, and my superintendent, Dr. Elizabeth Zielinski. Within my school, I need to recognize Ms. Mindy Morin and Mr. Sean Skenyon who were instrumental in completing this project. Beyond recognizing my colleagues, I also want to recognize how meaningful my own teachers – in the Hull Public Schools – were in providing me with the foundation necessary to succeed in my chosen field. In the four years of pursuing this degree, my family never pointed out that the single most selfish decision a person can make is to pursue a doctorate. While I did the work, my family earned it. Laura Gould, my wife, is an amazing person who has supported me in every way possible for over twenty years. Laura routinely has dealt with all of the conflict and needs of two children, Mary Kate and Jack, while I was hunkered down trying to make progress toward this degree. It is my hope that my efforts to complete this degree will impart to my children a 4 dedication to the qualities that I inherited from my mother and father: self-improvement, a strong work ethic, and perseverance. 5 Table of Contents Abstract ................................................................................................................................2 Acknowledgements ..............................................................................................................3 Table of Contents .................................................................................................................5 List of Figures ......................................................................................................................8 List of Tables .....................................................................................................................10 Chapter I: Introduction ...................................................................................................11 Problem of Practice ...........................................................................................................11 Significance of the Problem ..............................................................................................12 Use of Sequential Art .........................................................................................................13 Practical Goals and Intellectual Goals ...............................................................................14 Research Question .............................................................................................................15 Summary of Paper Content and Organization ...................................................................15 Theoretical Framework ......................................................................................................15 Vygotsky’s Sociocultural Learning Theory ...............................................16 Kolb’s Experiential Learning Theory (ELT) .............................................20 The Six Components of Historical Understanding ....................................22 Summary ............................................................................................................................25 Chapter II: Literature Review ........................................................................................25 Teaching History ................................................................................................................25 Historical Thinking and Understanding .............................................................................28 Primary Sources in Teaching History ................................................................................29 Sequential Art in Teaching History ...................................................................................31 6 Summary ............................................................................................................................36 Chapter III: Research Design .........................................................................................36 Participants and Site Selection ...........................................................................................37 Data Collection ..................................................................................................................38 Data Analysis .....................................................................................................................41 Credibility and Reliability..................................................................................................43 Protection of Human Subjects ...........................................................................................44 Summary ............................................................................................................................45 Chapter IV: Research Findings ......................................................................................45 Study Context.....................................................................................................................46 Pre-unit Teacher Interview Themes ...................................................................................47 Pre-unit Focus Group Themes ...........................................................................................50 Classroom Observations ....................................................................................................54 Highlights of Classroom Observations ..............................................................................81 Post-unit Student Focus Groups.........................................................................................82 Post-unit Teacher Interview Themes .................................................................................88 Summary of Findings .........................................................................................................91 Chapter V: Discussion of Research Findings ................................................................92 Revisiting the Problem of Practice ....................................................................................92 Discussion of Findings .......................................................................................................93 Discussion of Findings in Relation to the Literature Review ..........................................118 Limitations .......................................................................................................................127 Challenges to the Process.................................................................................................128 7 Significance of the Study .................................................................................................129 Conclusion ...........................................................................................................132
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