Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English

Autor/inn/en	Applebee, Arthur N.; Langer, Judith A.; Nystrand, Martin; Gamoran, Adam
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10