Formative Measurement to Support Teacher Learning to Implement Instructional Conversations for Equitable Participation

• In Event: Cultivating Teacher Knowledge for Engaging a Range of Learners

Abstract

The purpose of this study is to develop a formative measurement system to support teacher learning to implement equitable classroom discourse. Through iterative analyses of 14 classroom videos, we integrated indicators of Instructional Conversations, a well-established dialogic form of assisting language and literacy development, with an existing observational measure of cultural aspects of teacher-child interactions: the Classroom Assessment of Sociocultural Interactions. We identified six domains for the new measure, called Instructional Conversations for Equitable Participation: connected discussions, complex expression with everyday language, bases for joint statements and positions, student initiative, and collaborative discourse. Interpretation/use arguments of the system were developed and will be validated to support teacher learning in various school settings.

Authors

• Bryant Jensen, Brigham Young University

• Lois A. Yamauchi, University of Hawaii - Manoa

• Elizabeth Brook Chapman de Sousa, University of Hawaii

• Rebecca 'Ilima Ka'anehe, University of Hawaii - Manoa