Martin Nystrand
Biographic Data
| ID | 748474 |
|---|---|
| NAME | Martin Nystrand |
| GIVEN NAMES | Martin |
| FAMILY NAME | Nystrand |
| SIGNATURE | NYSTRAND M |
| AFFILIATIONS | University of Wisconsin–Madison |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 164 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 5 |
Automatically Measuring Question Authenticity in Real-World Classrooms
Analyzing the quality of classroom talk is central to educational research and improvement efforts. In particular, the presence of authentic teacher questions, where answers are not predetermined by the teacher, helps constitute and serves as a marker of productive classroom discourse. Further, authentic questions can be cultivated to improve teaching effectiveness and consequently student achievement. Unfortunately, current methods to measure qu…
Oral Narrative Genres as Dialogic Resources for Classroom Literature Study: A Contextualized Case Study of Conversational Narrative Discussion
Five questions guided a case study exploring the relationship between oral narrative and discussion in middle school literature study: (a) Relative to similar classrooms in a large-scale study, how can overall literature instruction be characterized? (b) Relative to similar classrooms in a large-scale study, how well do students achieve in the focal classroom? (c) What, if any, are the links between oral narrative and discussion? (d) If discussio…
Orality And Literacy: A Symposium In Honor Of David Olson: Rendering Messages According to the Affordances of Language in Communities of Practice
Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his refle…
Research on the Role of Classroom Discourse As It Affects Reading Comprehension
In the current research climate favoring rigorous experimental studies of instructional scripts using randomly chosen treatment and control groups, education and literacy researchers and policy makers will do well to take stock of their current research base and assess critical issues in this new context. This review of research on classroom discourse as it affects reading comprehension begins by examining 150 years of research on classroom disco…
Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse
In the 1st-ever use of event-history analysis to investigate discourse processes quantitatively, this study recasts understanding of discourse in terms of the (a) antecedents and (b) consequences of discourse participant "moves" as they (c) affect the inertia of the discourse and accordingly structure unfolding discourse processes. The method is used to compute the probabilities of the effects of particular discourse moves on subsequent discourse…
Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English
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 …
Taking Risks, Negotiating Relationships: One Teacher’s Transition toward a Dialogic Classroom
This study investigated a low-achieving class that featured regular discussions to gain insight into how dialogically organized instruction emerged within the context of a traditional recitation instructional setting, further complicated by settings of poverty and linguistic diversity. Dialogic discourse can happen when teachers are adept at linking and at enabling links between academic objectives and student concerns
Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom
Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom promises to reorient our thinking about how younger adolescents and their teachers, talking together, compose shared understandings that contribute to individual students' learning. Presenting a new conceptual framework, Nystrand and his colleagues argue that people learn not merely by being spoken (or written) to, but by participating in communicative …
An Organizational Analysis of the Effects of Ability Grouping
Ability grouping appears to be a logical means of organizing a student body with diverse academic skills. Many observers contend, however, that the practice favors students in high-ability groups at the expense of students in lower groups. An organizational conception of ability grouping clarifies the rationale for ability grouping but also illuminates its shortcomings: Grouping students leads to segregation on nonacademic as well as academic cri…
Instructional Discourse, Student Engagement, and Literature Achievement
This article examines the kinds of instruction that foster student engagement with literature and the effects of such instruction on achievement. First, two general kinds of student engagement are distinguished: “procedural,” which concerns classroom rules and regulations, and “substantive,” which involves sustained commitment to the content and issues of academic study. The article then describes the manifestations of these two forms of engageme…
Background and Instructional Effects on Achievement in Eighth-Grade English and Social Studies
This article examines the effects of instruction on achievement in eighth grade English and social studies. It is further concerned with the extent to which instructional variation helps account for achievement inequality among racial, ethnic, and socioeconomic groups. The approach to measuring instruction draws on direct-instruction research, which suggests that teacher-led activities and a strong academic focus raise achievement, and on other w…
Written text as social interaction
1984). Written text as social interaction. Theory Into Practice: Vol. 23, Access to Meaning: Spoken and Written Language, pp. 198-207
Using Readability Research to Investigate Writing
Preview this article: Using Readability Research to Investigate Writing, Page 1 of 1 /docserver/preview/fulltext/rte/13/3/researchintheteachingofenglish17861-1.gif
Language as a Way of Knowing: A Book of Readings
Reply to Mr. Wilburn
but also for ways in which language and individuals who use are approached in classroom. With this and several other oblique references to classroom, one suspects that Nystrand has intended this anthology for teachers of language arts, although he never explicitly says so. His purpose in collecting this anthology may have been to encourage teachers to reconsider the general efficacy of instruction in composition or the significance of informal ta…
Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English
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 …
Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse
In the 1st-ever use of event-history analysis to investigate discourse processes quantitatively, this study recasts understanding of discourse in terms of the (a) antecedents and (b) consequences of discourse participant "moves" as they (c) affect the inertia of the discourse and accordingly structure unfolding discourse processes. The method is used to compute the probabilities of the effects of particular discourse moves on subsequent discourse…
An Organizational Analysis of the Effects of Ability Grouping
Ability grouping appears to be a logical means of organizing a student body with diverse academic skills. Many observers contend, however, that the practice favors students in high-ability groups at the expense of students in lower groups. An organizational conception of ability grouping clarifies the rationale for ability grouping but also illuminates its shortcomings: Grouping students leads to segregation on nonacademic as well as academic cri…
Automatically Measuring Question Authenticity in Real-World Classrooms
Analyzing the quality of classroom talk is central to educational research and improvement efforts. In particular, the presence of authentic teacher questions, where answers are not predetermined by the teacher, helps constitute and serves as a marker of productive classroom discourse. Further, authentic questions can be cultivated to improve teaching effectiveness and consequently student achievement. Unfortunately, current methods to measure qu…
Background and Instructional Effects on Achievement in Eighth-Grade English and Social Studies
This article examines the effects of instruction on achievement in eighth grade English and social studies. It is further concerned with the extent to which instructional variation helps account for achievement inequality among racial, ethnic, and socioeconomic groups. The approach to measuring instruction draws on direct-instruction research, which suggests that teacher-led activities and a strong academic focus raise achievement, and on other w…
Oral Narrative Genres as Dialogic Resources for Classroom Literature Study: A Contextualized Case Study of Conversational Narrative Discussion
Five questions guided a case study exploring the relationship between oral narrative and discussion in middle school literature study: (a) Relative to similar classrooms in a large-scale study, how can overall literature instruction be characterized? (b) Relative to similar classrooms in a large-scale study, how well do students achieve in the focal classroom? (c) What, if any, are the links between oral narrative and discussion? (d) If discussio…
Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom
Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom promises to reorient our thinking about how younger adolescents and their teachers, talking together, compose shared understandings that contribute to individual students' learning. Presenting a new conceptual framework, Nystrand and his colleagues argue that people learn not merely by being spoken (or written) to, but by participating in communicative …
Reply to Mr. Wilburn
but also for ways in which language and individuals who use are approached in classroom. With this and several other oblique references to classroom, one suspects that Nystrand has intended this anthology for teachers of language arts, although he never explicitly says so. His purpose in collecting this anthology may have been to encourage teachers to reconsider the general efficacy of instruction in composition or the significance of informal ta…
Language as a Way of Knowing: A Book of Readings
Reply to Mr. Wilburn
but also for ways in which language and individuals who use are approached in classroom. With this and several other oblique references to classroom, one suspects that Nystrand has intended this anthology for teachers of language arts, although he never explicitly says so. His purpose in collecting this anthology may have been to encourage teachers to reconsider the general efficacy of instruction in composition or the significance of informal ta…
Using Readability Research to Investigate Writing
Preview this article: Using Readability Research to Investigate Writing, Page 1 of 1 /docserver/preview/fulltext/rte/13/3/researchintheteachingofenglish17861-1.gif
Written text as social interaction
1984). Written text as social interaction. Theory Into Practice: Vol. 23, Access to Meaning: Spoken and Written Language, pp. 198-207
Instructional Discourse, Student Engagement, and Literature Achievement
This article examines the kinds of instruction that foster student engagement with literature and the effects of such instruction on achievement. First, two general kinds of student engagement are distinguished: “procedural,” which concerns classroom rules and regulations, and “substantive,” which involves sustained commitment to the content and issues of academic study. The article then describes the manifestations of these two forms of engageme…
Background and Instructional Effects on Achievement in Eighth-Grade English and Social Studies
This article examines the effects of instruction on achievement in eighth grade English and social studies. It is further concerned with the extent to which instructional variation helps account for achievement inequality among racial, ethnic, and socioeconomic groups. The approach to measuring instruction draws on direct-instruction research, which suggests that teacher-led activities and a strong academic focus raise achievement, and on other w…
An Organizational Analysis of the Effects of Ability Grouping
Ability grouping appears to be a logical means of organizing a student body with diverse academic skills. Many observers contend, however, that the practice favors students in high-ability groups at the expense of students in lower groups. An organizational conception of ability grouping clarifies the rationale for ability grouping but also illuminates its shortcomings: Grouping students leads to segregation on nonacademic as well as academic cri…
Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom
Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom promises to reorient our thinking about how younger adolescents and their teachers, talking together, compose shared understandings that contribute to individual students' learning. Presenting a new conceptual framework, Nystrand and his colleagues argue that people learn not merely by being spoken (or written) to, but by participating in communicative …
Taking Risks, Negotiating Relationships: One Teacher’s Transition toward a Dialogic Classroom
This study investigated a low-achieving class that featured regular discussions to gain insight into how dialogically organized instruction emerged within the context of a traditional recitation instructional setting, further complicated by settings of poverty and linguistic diversity. Dialogic discourse can happen when teachers are adept at linking and at enabling links between academic objectives and student concerns
Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse
In the 1st-ever use of event-history analysis to investigate discourse processes quantitatively, this study recasts understanding of discourse in terms of the (a) antecedents and (b) consequences of discourse participant "moves" as they (c) affect the inertia of the discourse and accordingly structure unfolding discourse processes. The method is used to compute the probabilities of the effects of particular discourse moves on subsequent discourse…
Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English
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 …
Orality And Literacy: A Symposium In Honor Of David Olson: Rendering Messages According to the Affordances of Language in Communities of Practice
Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his refle…
Research on the Role of Classroom Discourse As It Affects Reading Comprehension
In the current research climate favoring rigorous experimental studies of instructional scripts using randomly chosen treatment and control groups, education and literacy researchers and policy makers will do well to take stock of their current research base and assess critical issues in this new context. This review of research on classroom discourse as it affects reading comprehension begins by examining 150 years of research on classroom disco…
Oral Narrative Genres as Dialogic Resources for Classroom Literature Study: A Contextualized Case Study of Conversational Narrative Discussion
Five questions guided a case study exploring the relationship between oral narrative and discussion in middle school literature study: (a) Relative to similar classrooms in a large-scale study, how can overall literature instruction be characterized? (b) Relative to similar classrooms in a large-scale study, how well do students achieve in the focal classroom? (c) What, if any, are the links between oral narrative and discussion? (d) If discussio…
Automatically Measuring Question Authenticity in Real-World Classrooms
Analyzing the quality of classroom talk is central to educational research and improvement efforts. In particular, the presence of authentic teacher questions, where answers are not predetermined by the teacher, helps constitute and serves as a marker of productive classroom discourse. Further, authentic questions can be cultivated to improve teaching effectiveness and consequently student achievement. Unfortunately, current methods to measure qu…
Psychology (15 works) · Sociology (11 works) · Pedagogy (9 works) · Linguistics (8 works) · Mathematics education (7 works) · EFL/ESL Teaching and Learning (5 works) · Philosophy (5 works) · Academic achievement (4 works) · Multilingual Education and Policy (4 works) · Philosophy (4 works)