%0 Journal Article %1 applebee2003discussionbased %A Applebee, Arthur N. %A Langer, Judith A. %A Nystrand, Martin %A Gamoran, Adam %D 2003 %J American Educational Research Journal %K Classroom Instruction %N 3 %P 685-730 %R 10.3102/00028312040003685 %T Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English %U http://aer.sagepub.com/content/40/3/685.abstract %V 40 %X 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.

@article{applebee2003discussionbased, 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.}, added-at = {2015-12-17T13:43:15.000+0100}, author = {Applebee, Arthur N. and Langer, Judith A. and Nystrand, Martin and Gamoran, Adam}, biburl = {https://www.bibsonomy.org/bibtex/24c43f4401238240517937d8e465c614b/e4_ifs}, doi = {10.3102/00028312040003685}, eprint = {http://aer.sagepub.com/content/40/3/685.full.pdf+html}, interhash = {e1502a014183cc05c72f86a428366f99}, intrahash = {4c43f4401238240517937d8e465c614b}, journal = {American Educational Research Journal}, keywords = {Classroom Instruction}, number = 3, pages = {685-730}, timestamp = {2015-12-17T13:43:15.000+0100}, title = {Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English}, url = {http://aer.sagepub.com/content/40/3/685.abstract}, volume = 40, year = 2003 }