Text-Based Argumentation With Multiple Sources: A Descriptive Study of Opportunity to Learn in Secondary English Language Arts, History, and Science

This study presents a descriptive analysis of 71 videotaped lessons taught by 34 highly regarded secondary English language arts, history, and science teachers, collected to inform an intervention focused on evidence-based argumentation from multiple text sources. Studying the practices of highly regarded teachers is valuable for identifying promising practices and stubborn obstacles to reform. We found that although these highly regarded...