TY  - JOUR
A1  - Hardy, Ilonca
A1  - Meschede, Nicola
A1  - Mannel, Susanne
T1  - Measuring adaptive teaching in classroom discourse: Effects on student learning in elementary science education
T2  - Frontiers in education
N2  - Adaptive teaching is considered fundamental to teaching quality and student learning. It describes teachers’ practices of adjusting their instruction to students’ diverse needs and levels of understanding. Adaptive teaching on a micro level has also been labeled as contingent support and has been shown to be effective in one-to-one and small-group settings. In the literature, the interplay of teachers’ diagnostic strategies and instructional prompts aiming at tailored support are emphasized. Our study adds to this research by presenting a reliable measurement approach to adaptive classroom discourse in elementary science which includes a global index and the single indices of diagnostic strategies, instructional support, and student understanding. Applying this coding scheme, we investigate whether N = 17 teachers’ adaptive classroom discourse predicts N = 341 elementary school students’ conceptual understanding of “floating and sinking” on two posttests. In multilevel regression analyses, adaptive classroom discourse was shown to be effective for long-term student learning in the final posttest, while no significant effects were found for the intermediate posttest. Further, the single index of diagnostic strategies in classroom discourse contributed to long-term conceptual restructuring. Overall, teachers rarely acted adaptively which points to the relevance of teacher professional development.
KW  - adaptive teaching
KW  - contingent support
KW  - science education
KW  - classroom discourse
KW  - coding scheme
Y1  - 2022
UR  - http://publikationen.ub.uni-frankfurt.de/frontdoor/index/index/docId/86371
UR  - https://nbn-resolving.org/urn:nbn:de:hebis:30:3-863718
SN  - 2504-284X
N1  - Funding: LOEWE
N1  - Funding: IDeA Center
N1  - Gefördert durch den Open-Access-Publikationsfonds der Goethe-Universität.
VL  - 7
IS  - art. 1041316
SP  - 1
EP  - 14
PB  - Frontiers Media
CY  - Lausanne
ER  -