Recognizing and Replicating High-Quality Academic Discussions: Interviews With Experts on the Dynamics of Classroom Talk

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Abstract

Despite research that shows classroom discussions to have a positive impact on students’ social and academic outcomes, the instructional method rarely occurs within classrooms. Furthermore, there are several frameworks designed to evaluate discussion quality, yet the definition of “classroom discussion” and its ideal attributes tend to be inconsistent across measures. This paper examines a set of fourteen semi-structured interviews conducted with experts in the field of classroom discourse. By analyzing experts’ elaboration on their theory-, practice-, and research-based justifications for describing and evaluating classroom talk, this paper 1) clarifies a shared concept of the construct of discussion, 2) identifies common facets of ideal discussion, and 3) synthesizes recommended ways to promote discussion as an instructional tool.

Author

• Tracy Elizabeth, Harvard University