Discussion-based approaches to developing understanding. Classroom instruction and student performance in middle and high school English.

Autor/inn/en	Applebee, Arthur N.; u.a.
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. 685-730Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 140; Tabellen 6
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312040003685
Schlagwörter	Empirische Untersuchung; Fragebogenerhebung; Unterrichtsbeobachtung; Verstehen; Sekundarschule; Schüler; Lernerfolg; Schülerleistung; Unterrichtsgespräch; Unterrichtsmethode; Sprachkompetenz; Englischunterricht; Dialog; Effektivität; Leistung; USA
Abstract	This study examines the relationship between student literacy performance and discussion-based approaches to the development of understanding in 65 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 affective 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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)