WorldCat Identities

Applebee, Arthur N.

Overview
Works: 180 works in 635 publications in 1 language and 9,529 library holdings
Genres: History  Textbooks  Abstracts 
Roles: Author, Editor
Publication Timeline
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Most widely held works about Arthur N Applebee
 
Most widely held works by Arthur N Applebee
Curriculum as conversation : transforming traditions of teaching and learning by Arthur N Applebee( Book )

13 editions published between 1996 and 2008 in English and held by 884 WorldCat member libraries worldwide

This publication offers a vision of curriculum that redresses the balance between teaching traditions of the past and entering and participating in those of the present and future. It stresses knowledge-in-action rather than the more traditional approach of knowledge-out-of-context, encouraging ongoing conversation embedded within the larger traditions of discourse in science, the arts, history, literature, and mathematics. The development of curriculum becomes the development of culturally significant domains for conversation, and instruction becomes a matter of helping students learn to participate within those domains. Examples are drawn from a series of studies of how teachers make decisions about their own curricula. The book contains nine chapters: (1) "Introduction: The Role of Tradition"; (2) "The Individual and Tradition"; (3) "Deadly Tradition"; (4) "Curriculum as Conversation"; (5) "Characteristics of Effective Curricula"; (6) "Structuring Curricular Conversations"; (7) "Recent Curriculum Proposals as Domains for Conversation"; (8) "Toward a Pedagogy of Knowledge-in-Action"; and (9) "Researching Conflicting Traditions." (Contains 20 references.) (Nd)
The child's concept of story : ages two to seventeen by Arthur N Applebee( Book )

22 editions published between 1978 and 1989 in English and held by 876 WorldCat member libraries worldwide

The interaction of children and stories is examined in this book, with particular attention to the way in which children's language usage indicates the development of their concept of story. The first two chapters of the book discuss the topic from a broad perspective, seeking a theoretical framework for organizing children's language usage. Chapters three, four, and five ("a Sense of Story, ""Narrative Form," and "Fantasy and Distancing") are concerned with primary school children and the stories that they tell, showing what children at this age consider to be stories, how they organize them, and why they tell them. Chapters six and seven ("The Response of the Child" and "The Response of the Adolescent") shift the emphasis toward children's responses to particular stories and the ways that those responses relate to general stages of mental development. The final chapter returns to the general perspective developed in the early chapters. Three appendixes show how the data were collected and analyzed, what elements of response were developed from the data, and supplementary information that was used for the study. Notes for each chapter, a bibliography, and an index are included. (Rl)
Tradition and reform in the teaching of English : a history by Arthur N Applebee( Book )

11 editions published between 1974 and 1976 in English and held by 787 WorldCat member libraries worldwide

Tracing the broad movements in the teaching of English--both in theory and in practice--from its origin as a subject during the 1880's to the present day, this book focuses on the aspect of the teaching of English which has absorbed the greatest amount of teacher's time, energy, and enthusiasm: the teaching of literature. Chapters, following a chronological pattern, are "Early Traditions,""The Birth of a Subject,""A School for the People,""Science and the Teaching of English,""A Framework for Teaching,""Narrowed Goals,""An Academic Model for English,""Winds of Change," and "Afterword: The Problems Remaining." Appendixes covering important dates in the teaching of English, offerings in English in the North Central area from 1860 to 1900, requirements in English literature for college entrance from 1874 to 1900, the most frequently anthologized works from 1917 to 1957, the growth of English from 1900 to 1949, and major officers of the National Council of Teachers of English from 1912 to 1974 are included, along with a selected bibliography and an index. (JM)
How writing shapes thinking : a study of teaching and learning by Judith A Langer( Book )

11 editions published between 1987 and 1989 in English and held by 728 WorldCat member libraries worldwide

In the belief that effective writing instruction can be a critical component in successful learning, and to better understand the role that writing plays in content area learning, this book presents an extensive study of writing assignments in the secondary school curriculum. Following an introduction, the book provides an overview of the project, chapters 1 and 2 highlighting the data gathered and analytical methods used. The third chapter of the book provides a detailed introduction to the observations of teachers and their students, with some general findings about ways in which they used writing in the teaching of academic subjects. The fourth chapter describes the types of writing activities that worked in aa variety of content-area classrooms. Chapter 5 shifts focus away from the activities provided and toward the redefinition of teaching and learning that occurred in the classrooms where writing worked best to foster learning. Chapters 6 through 8 examine the kinds of thinking promoted by different types of writing in the classroom. The final chapter brings together concerns about the roles of teacher and learner in the instructional interaction, providing a theoretical framework, practical suggestions for an alternative model of instruction, and a discussion of the constraints that must be addressed if wide-scale use of writing to support learning is to become a reality. A five-page reference list and two appendices are included. (Hth)
Writing in the secondary school : English and the content areas by Arthur N Applebee( Book )

3 editions published in 1981 in English and held by 454 WorldCat member libraries worldwide

Who reads best? : factors related to reading achievement in grades 3, 7, and 11 by Arthur N Applebee( Book )

3 editions published in 1988 in English and held by 392 WorldCat member libraries worldwide

Contexts for learning to write : studies of secondary school instruction by Arthur N Applebee( Book )

10 editions published in 1984 in English and held by 383 WorldCat member libraries worldwide

The language of literature by McDougal Littell( Book )

33 editions published between 1997 and 2006 in English and held by 285 WorldCat member libraries worldwide

State-adopted textbook, 2001-2007, grade 6
Writing : trends across the decade, 1974-84 by Arthur N Applebee( Book )

3 editions published between 1985 and 1986 in English and held by 240 WorldCat member libraries worldwide

The writing report card : writing achievement in American schools by Arthur N Applebee( Book )

7 editions published between 1986 and 1987 in English and held by 233 WorldCat member libraries worldwide

Based on the National Assessment of Educational Progress (naep) 1984 assessment of the writing achievement of American school children, this report presents national and demographic subgroup achievement results for students in grades four, eight, and eleven, and discusses students' attitudes toward writing and instruction. The first chapter describes the tasks and evaluation criteria used in the study and highlights results of the study, including the following: (1) although many students appeared to know the basic elements of analytic writing, such writing was difficult for students in all grades; (2) while most students could express their points of view in persuasive writing, many had difficulty providing evidence for those viewpoints; (3) students had less difficulty with tasks requiring short responses based on personal experience; (4) students found it moderately difficult to write well-developed stories; (5) home environment is related to writing achievement; (6) students who indicated writing three or more reports and essays during a 6-week period had higher achievement levels than students who reported not writing during that time period; (7) students' positive attitudes toward writing deteriorate steadily across the grades; (8) students reported that their teachers are more likely to mark mistakes than to show an interest in what they write or to make suggestions for the next paper; and (9) content area writing increases between grades four and eight, and decreases again in senior high school. The next four chapters provide specific achievement data by grade level for informative, persuasive, and imaginative writing, and for writing performance among various demographic subgroups. The remaining three chapters focus on students' responses to questions concerning writing and writing instruction, specifically, their values and attitudes toward writing, how they manage the writing process, and what they write and the help they receive. (Hth)
Understanding direct writing assessments : reflections on a South Carolina writing study by Arthur N Applebee( Book )

3 editions published in 1989 in English and held by 232 WorldCat member libraries worldwide

The writing report card, 1984-88 : findings from the nation's report card( Book )

2 editions published in 1990 in English and held by 222 WorldCat member libraries worldwide

Literature in the secondary school : studies of curriculum and instruction in the United States by Arthur N Applebee( Book )

5 editions published in 1993 in English and held by 215 WorldCat member libraries worldwide

Presenting findings from a wide-ranging study, this book considers the present state of literature teaching in American middle and secondary schools. Probing both context and the instructional approaches, the book shows a discipline staffed by teachers better educated than their predecessors but carrying heavy class loads and isolated from current thinking in literary criticism and pedagogy. The book is based on a series of four interrelated studies: (1) a series of case studies of English programs with local reputations for excellence; (2) a study of book-length works that are required reading for high school students as well as the book-length texts required in public schools, grades 7-12, and in Catholic and independent schools, grades 9-12; (3) a survey of content and approaches in nationally representative samples of English programs in public, Catholic, and independent schools, plus schools whose students consistently win National Council of Teachers of English (ncte) Achievement Awards in Writing; and (4) analyses of the selections and teaching suggestions offered in widely used anthologies. Chapters of the book are: Introduction; Studying the Teaching of Literature; Conditions for the Teaching of Literature; The Curriculum as a Whole; Selections Chosen for Study; Selections Available in Literature Anthologies; Classroom Literature Instruction; Instructional Materials in Literature Anthologies; Writing and Literature; The School Library and Students' Reading; and Conclusion. A description of methods and procedures for the four studies, and a list of the most frequently anthologized selections by genre are attached. (Contains 87 references and 90 tables/figures.) (Rs)
Writing instruction that works : proven methods for middle and high school classrooms by Arthur N Applebee( Book )

6 editions published between 2013 and 2015 in English and held by 209 WorldCat member libraries worldwide

NAEP 1992 writing report card( Book )

1 edition published in 1994 in English and held by 172 WorldCat member libraries worldwide

Crossroads in American education : a summary of findings by Arthur N Applebee( Book )

8 editions published between 1989 and 1990 in English and held by 161 WorldCat member libraries worldwide

This summary report from The Nation's Report Card offers a synthesis of findings from recent national assessments of American education for 9-, 13-, and 17-year-old students in a variety of subject areas. Areas covered include reading, writing, mathematics, science, American history, literature, and computer competence. Trends in academic achievement, levels of learning, and factors related to achievement are discussed. Since 1969, the National Assessment of Educational Progress (naep) has conducted regular surveys of student proficiency in a range of subjects, each involving a national sample of students; about 1.4 million students from a cross-section of grade levels have participated in the assessments to date. Findings from recent naep assessments provide evidence of progress in students' academic achievement. Results from the 1984 and 1986 assessments indicate that, on the average, students' proficiency in reading has improved; proficiency in writing, mathematics, and science has improved in recent assessments following earlier declines. Equity is being approached between minority students and their white peers. Student achievement gains are associated with time spent on homework, course rigor, participatory teaching, and supportive home environments. The findings also indicate a lack of significant advancement in the area of innovative and thoughtful application of knowledge. Descriptions of proficiency levels (levels 150, 200, 250, 300, and 350) for reading, mathematics, and science are appended in the form of sample test items. (Tjh)
Learning to be literate in America : reading, writing, and reasoning by Arthur N Applebee( Book )

8 editions published between 1987 and 1989 in English and held by 155 WorldCat member libraries worldwide

Intended for educators, policymakers, and anyone concerned with the nation's reading skills, this booklet draws on four recent reports in the Nation's Report Card series, which are based on findings of the National Assessment of Educational Progress (NAEP). The first chapter discusses two important components of literacy--the ability to achieve a surface understanding of written materials and the ability to reason effectively about one's reading and writing. NAEP results are briefly discussed as a basis for the second chapter, which presents an overview of literacy development in America. The third chapter focuses on those who are at risk because of poor literacy skills, particularly children and young adults from minority groups and children without home support for literacy. The fourth chapter discusses the impact that an early exposure to print, appropriate instruction and homework can have on literacy skills. The final chapter explores two important initiatives for educators, policymakers, and the nation: (1) the at-risk population must be provided with targeted help to ensure that it has the opportunity to develop the literacy skills necessary for full participation in this society, and (2) educational approaches must be modified so that all children learn to reason more effectively about what they read and write. Recommendations derived from these initiatives are outlined for policymakers, administrators, and teachers. Graphs and statistical data are included. (JD)
McDougal, Littell Literature and language by Jane N Beatty( Book )

18 editions published between 1992 and 1994 in English and held by 152 WorldCat member libraries worldwide

Learning to write in our nation's schools : instruction and achievement in 1988 at grades 4, 8, and 12 by Arthur N Applebee( Book )

7 editions published in 1990 in English and held by 125 WorldCat member libraries worldwide

To evaluate the writing abilities of American students, the National Assessment of Educational Progress (naep) asked nationally representative samples of fourth, eighth, and twelfth graders--approximately 20,000 students in all--to perform a variety of informative, persuasive, and narrative writing tasks. In addition, students were asked about the amount and types of writing they did in and out of school, the nature of the instruction they received, and their writing strategies. To supplement this information, the English or language arts teachers of eighth graders participating in the assessment completed a questionnaire on these students and the instruction they had been provided. In the informative writing task, most fourth graders (81%) wrote at least minimally acceptable story summaries, while 74% to 84% of the eighth graders and 79% to 83% of the twelfth graders wrote minimal or better responses to two analysis tasks. In the persuasive writing task, most students (65-88%) at all three grades provided at least minimal responses. Similar to the informative writing results, elaborated responses to the persuasive tasks were rare. Students tended to perform better in the imaginative narrative tasks than on the persuasive tasks. Eighty-one percent of the fourth graders wrote minimal or better responses, while 80% to 87% of the eighth and twelfth graders generated minimal or better responses to the personal narrative task. Assessment highlights also include information on: (1) writing instruction; and (2) effects of response time on performance. (Extensive tables of data and figures are included; a procedural appendix and an appendix containing additional data are attached.) (Nka)
Literature & U.S. history : the instructional experience and factual knowledge of high school juniors by Arthur N Applebee( Book )

6 editions published in 1987 in English and held by 119 WorldCat member libraries worldwide

The national survey reported in this document focused on 11th grade students' knowledge of literature and U.S. history. While approximately two-thirds of the history questions were answered correctly, performance on the literature assessment was slightly lower, perhaps because some questions were asked about authors and literary works not included in high school curricula. Results indicate that students are more likely to remember information about topics in which they have a particular interest or that are related to their cultural background. Patterns of course work are directly related to students' knowledge of history and literature. Students' knowledge levels in both subject areas are affected by the number of topics previously studied and how recently the course was studied. Instruction in U.S. history tends to reflect traditional teaching approaches, while literature instruction tends to be differentiated in terms of students' academic tracks. Appendices contain an explanation of the research procedures and the literature and history assessment data. Numerous tables are included. (JHP)
 
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Associated Subjects
Academic achievement American literature--Study and teaching American literature--Study and teaching (Elementary) American literature--Study and teaching (Secondary) British literature--Study and teaching (Secondary) Children's stories--Psychological aspects Children--Language Cognition in children Composition (Language arts)--Study and teaching Critical thinking--Research Curriculum change Curriculum planning Education Education, Secondary Educational tests and measurements Education--Curricula English language--Composition and exercises English language--Composition and exercises--Evaluation English language--Composition and exercises--Research English language--Composition and exercises--Study and teaching English language--Composition and exercises--Study and teaching--Evaluation English language--Rhetoric--Study and teaching English language--Rhetoric--Study and teaching--Evaluation English language--Rhetoric--Study and teaching--Research English language--Study and teaching English language--Study and teaching (Secondary) English literature--Study and teaching English literature--Study and teaching (Secondary) High school students High school students--Rating of Influence (Literary, artistic, etc.) Language arts (Secondary) Language arts--Correlation with content subjects Literacy Literacy programs Literature--Study and teaching (Elementary) Literature--Study and teaching (Middle school) Literature--Study and teaching (Secondary) Reading Reading (Elementary)--Ability testing Reading (Secondary)--Ability testing Reading comprehension Reading--Evaluation Report writing--Study and teaching Report writing--Study and teaching (Secondary) Report writing--Study and teaching--Evaluation Report writing--Study and teaching--Research South Carolina United States Written communication--Study and teaching
Curriculum as conversation : transforming traditions of teaching and learning
Covers
Tradition and reform in the teaching of English : a historyThe language of literatureMcDougal, Littell Literature and language
Languages
English (184)