Using an extended ICAP-based coding guide as a framework for the analysis of classroom observations

Stella Vosniadou, Michael J. Lawson, Erin Bodner, Helen Stephenson, David Jeffries, I. Gusti Ngurah Darmawan

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)
58 Downloads (Pure)

Abstract

A coding guide based on the Interactive, Constructive, Active, Passive (ICAP) theory was developed and used to analyze the transcripts from filmed classroom observations. The analysis focused on the lesson tasks used by the 20 participating teachers to promote student cognitive engagement and the links between these tasks and student learning. The results showed that a) only 30% of the lesson tasks were assigned the Constructive and Interactive codes, and b) there were important teacher differences. About half of the teachers provided no or very few opportunities for Constructive or Interactive student cognitive engagement in their lessons.

Original languageEnglish
Article number104133
Number of pages13
JournalTeaching and Teacher Education
Volume128
Early online date13 Apr 2023
DOIs
Publication statusPublished - Jul 2023

Keywords

  • Classroom observations
  • Engagement
  • ICAP
  • Self-regulated learning
  • Student cognitive

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