SAGE Journal Articles

Access to full-text SAGE journal articles that have been carefully selected to support and expand on the concepts presented in each chapter. Journal articles can act as an ideal resource to help support your assignments and studies.

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Article 1: Applebee, A., Langer, J., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685-730.

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.

Article 2: Hadjioannou, X. (2007). Bringing the background to the foreground: What do classroom environments that support authentic discussions look like? American Educational Research Journal, 44(2), 370-399.

Abstract: Authentic discussions are dialogically oriented classroom interactions where participants present and consider multiple perspectives and often use others’ input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be essential to the presence of authentic discussions: physical environment, curricular demands and enacted curriculum, teacher beliefs, student beliefs about discussions, relationships among members, classroom procedures, and norms of classroom participation.

Article 3: Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15 (10), 661-667.

Abstract: No abstract available

Article 4: Xin, Y., Jitendra, A., & Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. The Journal of Special Education, 39 (3), 181-192.

Abstract: This study investigated the differential effects of two problem-solving instructional approaches— schema-based instruction (SBI) and general strategy instruction (GSI)--on the mathematical word problem--solving performance of 22 middle school students who had learning disabilities or were at risk for mathematics failure. Results indicated that the SBI group significantly outperformed the GSI group on immediate and delayed posttests as well as the transfer test. Implications of the study are discussed within the context of the new IDEA amendment and access to the general education curriculum.

Article 5: Ornstein, A.C. (1995). Teaching Whole-Group Classrooms: What Principals Should Know. 
NASSP Bulletin, 79 (570), 70-81.

Abstract: There are many reasons for teaching to the whole group in the classroom. This synthesis of research explores these reasons and the research reports upon which they are based.

Article 6: King-Sears, M.E. (2007). Designing and Delivering Learning Center Instruction. 
Intervention in School and Clinic, 42, 137-147. 

Abstract: Educators are challenged to provide instruction for learners with diverse needs in general and special education settings. Learning centers are one organizational method that can be used to provide students with small-group instruction, practice and review activities, and increased active engagement in learning. Educators must be organized and focused to implement learning centers. In this article, the author explores basic questions and suggestions about how to design and deliver learning center activities.

Article 7: Drayton, B., & Falk, J. (2001). Tell-Tale Signs of the Inquiry-Oriented Classroom. NASSPBulletin, 85 (623), 24-34.

Abstract: The rapid expansion of knowledge in all science domains, and the provisional nature of much new knowledge, present the science curriculum with several important challenges. The inquiry-based classroom approach is designed to struggle with the difficulties of the subject in a way that reflects best current understanding about teaching and learning. This article describes the features that characterize student and teacher roles and tasks in a classroom that is representative of a culture of inquiry. Suggestions for principals are included.

Article 8: Lou, Y., Abrami, P.C., & d'Apollonia, S. (2001). Small Group and Individual Learning with Technology: A Meta-Analysis. Review of Educational Research, 71 (3), 449-521.

Abstract: This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = +0.15), group task performance (mean ES = +0.31), and several process and affective outcomes. However, findings on both individual achievement and group task performance were significantly heterogeneous. Through weighted least squares univariate and multiple regression analyses, we found that variability in each of the two cognitive outcomes could be accounted for by a few technology, task, grouping, and learner characteristics in the studies.