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Autor/inn/en | Applebee, Arthur N.; Langer, Judith A.; Nystrand, Martin; Gamoran, Adam |
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Titel | Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English |
Quelle | In: American Educational Research Journal, 40 (2003) 3, S.685-730 (46 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/00028312040003685 |
Schlagwörter | Academic Achievement; Literacy; Discussion (Teaching Technique); Teaching Methods; Middle School Students; High School Students; English Instruction; Language Arts; Student Motivation; Classroom Communication; Instructional Effectiveness; Track System (Education); Urban Schools; Suburban Schools; Grade 7; Grade 8; Grade 10; Grade 11; Grade 12; Student Characteristics; Teacher Qualifications; Secondary School Teachers; California; Florida; New York; Wisconsin Schulleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; English langauage lessons; Englischunterricht; Sprachkultur; Schulische Motivation; Klassengespräch; Unterrichtserfolg; Leistungsgruppe; Leistungsdifferenzierung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Lehrqualifikation; Kalifornien |
Abstract | This study examines the relationships between student literacy performance and discussion-based approaches to the development of understanding in 64 middle and high school English classrooms. A series of hierarchical linear models indicated that discussion-based approaches were significantly related to spring performance, controlling for fall performance and other background variables. These approaches were effective across a range of situations and for low-achieving as well as high-achieving students, although interpretations are complicated because instruction is unequally distributed across tracks. Overall, the results suggest that students whose classroom literacy experiences emphasize discussion-based approaches in the context of high academic demands internalize the knowledge and skills necessary to engage in challenging literacy tasks on their own. (Contains 6 tables and 2 notes.) (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |