Tracking the Development of Classroom Discussion: What Can a Low-Inference Measure Tell Us?

Session Type: Symposium

Abstract

We introduce a low-inference measure of classroom discourse developed as part of an IES-funded Reading for Understanding project. Constructs central to qualitative research on discourse are often high-inference, and thus difficult to use reliably. In order to study classroom discourse, and support teachers in acquiring skill in orchestrating it, researchers, teacher educators and coaches need tools that will assess whether and how teachers have engaged students in potentially productive talk. The LIDO (Low-Inference Discourse Observation) tracks dimensions of classroom discourse. We explicate what the measure includes and its research base; describe what we’ve learned about development of classroom discourse based on results over one year from 50 classrooms; and triangulate insights of coaches who have worked in these same classrooms.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Section 1: Applied Research in the Schools

Chair

• Catherine E. Snow, Harvard University

Papers

• Theoretical Underpinnings of a Low-Inference Discourse Observation Tool: Looking at Indicators of Productive Classroom Talk - Tracy Elizabeth, Harvard University; Catherine O'Connor, Boston University

• Working With a Low-Inference Discourse Observation Tool: What Can We See? - Catherine O'Connor, Boston University; Maria D. LaRusso, Harvard University

• The Coach’s View of Discourse: What Does the Low-Inference Discourse Observation Show Us and Not Show Us? - Halley Wheeless, SERP Institute; Cara Cassell, SERP Institute

Discussant

• Richard C. Anderson, University of Illinois at Urbana-Champaign