Original title: Developing a coding scheme for analysing classroom dialogue across educational contexts
The researchers created a scheme for describing classroom dialogue. It breaks talk into communicative acts: individual contributions between people, considered in their context. The scheme has 33 codes, grouped by what each act does. The team tested it on classroom videos from the UK and Mexico, covering different ages, subjects, and ways of working. They found that grouping the codes by function helped reveal sequences of dialogue.
Imagine friends taking turns planning dinner together. It can be hard to tell whether a comment suggests an idea, asks for help, or settles a choice without knowing what came before. In this paper, each comment is treated as an act whose role depends on the conversation around it, and comments with similar roles are grouped to show how the discussion moves.
Teachers and researchers need ways to describe classroom talk consistently without ignoring the situation in which it happens. This scheme offers a shared set of codes for studying how dialogue unfolds in different lessons.
The abstract reports testing in two learning contexts and reflects on perceived limitations, but does not specify what those limitations are. It also says specialised sub-schemes and a teacher version are still underway, so it does not establish how those versions will work.
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Developing a coding scheme for analysing classroom dialogue across educational contexts — Sara Hennessy, Sylvia Rojas‐Drummond, Rupert John Edward Higham et al. — Learning Culture and Social Interaction — doi:10.1016/j.lcsi.2015.12.001
Abstract licence: CC BY
Explanation generated by Synthesis from the abstract — it is not the original paper.