TY - JOUR
T1 - Using an extended ICAP-based coding guide as a framework for the analysis of classroom observations
AU - Vosniadou, Stella
AU - Lawson, Michael J.
AU - Bodner, Erin
AU - Stephenson, Helen
AU - Jeffries, David
AU - Ngurah Darmawan, I. Gusti
PY - 2023/7
Y1 - 2023/7
N2 - 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.
AB - 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.
KW - Classroom observations
KW - Engagement
KW - ICAP
KW - Self-regulated learning
KW - Student cognitive
UR - http://www.scopus.com/inward/record.url?scp=85153512221&partnerID=8YFLogxK
UR - http://purl.org/au-research/grants/ARC/DP190102366
U2 - 10.1016/j.tate.2023.104133
DO - 10.1016/j.tate.2023.104133
M3 - Article
AN - SCOPUS:85153512221
SN - 0742-051X
VL - 128
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
M1 - 104133
ER -