Teachers' Adoption and Adaptation of Classroom Talk Facilitation Moves

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Navigating Instructional Landscapes: Insights Into Decision Making for Effective Teaching (Table 37)

Abstract

In many empirical research efforts in classrooms, a few chosen coding categories are extrapolated from ideals that the intervention seeks to enact. In efforts to help teachers integrate productive dialogue facilitation moves, this approach has yielded underwhelming results. In this study, we explore whether this focus on capturing “successful” completions of a handful of teacher facilitation moves may be partially responsible. We analyzed teacher turns from 18 dialogue-rich, upper elementary lessons with a flexible coding approach (DECCA). Though adoption rates were somewhat disappointing (and decreased in the second year), using a flexible coding approach had allowed us to capture many facilitation moves that that were not the intended set teachers had practiced during professional development, without compromising interrater reliability indices.

Authors

• Edith Bouton, Hebrew University of Jerusalem

• Christa S.C. Asterhan, Hebrew University of Jerusalem