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Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse. CELA Research Report.
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Nystrand, Martin; Wu, Lawrence L.; Gamoran, Adam; Zeiser, Susie; Long, Daniel – 2001
In research on classroom discourses, case studies have been used to describe the dynamics of effective and ineffective instruction. In other research, quantitative studies have identified global features of such discourse. The research reported here combined the advantages of both methods, investigating how generally effective classroom discourse…
Descriptors: Classroom Communication, Classroom Environment, Classroom Research, Discourse Analysis
Alternative Uses of Ability Grouping in Secondary Schools: Can We Bring High-Quality Instruction to Low-Ability Classrooms?
Peer reviewed Peer reviewed
Gamoran, Adam – American Journal of Education, 1993
Considers whether ability grouping can be implemented more effectively than is typical explores the possibility of high-quality instruction in low-ability classes using data from 112 eighth- and ninth-grade ability-grouped English classes. Two examples of apparently effective instruction in low tracks are presented. (SLD)
Descriptors: Ability Grouping, Academic Achievement, Case Studies, Comparative Analysis
An Organizational Analysis of the Effects of Ability Grouping.
Peer reviewed Peer reviewed
Gamoran, Adam; And Others – American Educational Research Journal, 1995
Characteristics of eighth and ninth graders in 92 honors, regular, and remedial English classes (1,564 students); the quality of instruction; and links between instruction and achievement were studied in an organizational analysis of the effects of ability grouping. Student participation and discussion were higher in honors classes. (SLD)
Descriptors: Ability Grouping, Academic Achievement, Classroom Communication, English
Access to Excellence: Assignment to Honors English Classes in the Transition from Middle to High School.
Peer reviewed Peer reviewed
Gamoran, Adam – Educational Evaluation and Policy Analysis, 1992
Processes and criteria used in assigning students to honors English classes in 5 communities (n=approximately 1,800 students) were studied through qualitative and quantitative data. Similarities and differences in the five districts are detailed, with attention to past ability-group positions and the role of socioeconomic status. (SLD)
Descriptors: Ability Grouping, Comparative Analysis, English, Evaluation Criteria