Measuring adaptive teaching in classroom discourse: Effects on student learning in elementary science education
- 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.
Author: | Ilonca HardyORCiDGND, Nicola MeschedeORCiDGND, Susanne MannelGND |
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URN: | urn:nbn:de:hebis:30:3-863718 |
DOI: | https://doi.org/10.3389/feduc.2022.1041316 |
ISSN: | 2504-284X |
Parent Title (English): | Frontiers in education |
Publisher: | Frontiers Media |
Place of publication: | Lausanne |
Document Type: | Article |
Language: | English |
Date of Publication (online): | 2022/12/01 |
Date of first Publication: | 2022/12/01 |
Publishing Institution: | Universitätsbibliothek Johann Christian Senckenberg |
Release Date: | 2024/08/12 |
Tag: | adaptive teaching; classroom discourse; coding scheme; contingent support; science education |
Volume: | 7 |
Issue: | art. 1041316 |
Article Number: | 1041316 |
Page Number: | 14 |
First Page: | 1 |
Last Page: | 14 |
Note: | Funding: LOEWE |
Note: | Funding: IDeA Center |
Note: | Gefördert durch den Open-Access-Publikationsfonds der Goethe-Universität. |
Institutes: | Erziehungswissenschaften |
Dewey Decimal Classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
Sammlungen: | Universitätspublikationen |
Open-Access-Publikationsfonds: | Erziehungswissenschaften |
Licence (German): | ![]() |