Center on English Learning & Achievement
M. Nystrand, L. Wu, A. Gamoran, S, Zeiser, D. Long
The authors combined the advantages of both quantitative and qualitative methods to investigate how classroom discourse unfolds. This study built on previous research that found that classroom discourse tends to promote student achievement when it actively involves students in the production of knowledge and when the discourse is highly interactive. The authors define such pedagogically rich interactive sequences and investigate the effects of both static (e.g., gender, race, SES) and dynamic variables (e.g., student questions, authentic teacher questions) on them.
* Discourse Processes, 35(2), pp. 135-196, 2003.
The Center on English Learning and Achievement