Reimagining Science Talk: Investigating Elementary Teachers’ Discussion Practices During the Equitable Classroom Discussion Intervention

• In Event: AERA Poster Session Sunday 7:45 am
  In Poster Session: Equitable Participation and Discourse in Science Teaching and Learning

Abstract

This study examines the effectiveness of the Equitable Classroom Discussion (ECD) intervention in enhancing elementary science teachers' discussion practices. Given the increasing diversity in elementary classrooms, equitable engagement in science discussions is critical. We operationalized equity through the Equitable Classroom Discussion Observation Protocol (ECDop), integrating five engagement dimensions: learning resources, behavioral, cognitive, cultural-linguistic, and social-emotional. Using a single-case multiple-baseline design, three teachers participated in structured professional development, guided planning, and reflective coaching. Visual and quantitative analysis showed some improvements, with one teacher demonstrating statistically significant increases (p=.033; Tau-U=0.833). This study contributes a practical framework and actionable strategies to support educators in fostering equitable, engaging science discussions.

Authors

• Lin Yan, Arizona State University

• Jeremy Bernier, Clemson University

• Carla M. Firetto, Arizona State University