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

doi:10.1016/j.tate.2023.104133

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

Australian Council for Educational Research (ACER)

Research output: Contribution to journal › Article › peer-review

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 language	English
Journal	Teaching and Teacher Education
Volume	128
DOIs	https://doi.org/10.1016/j.tate.2023.104133
Publication status	Published - Jul 2023

Keywords

Active learning
Classroom observation techniques
Coding
Cognitive engagement
Cognitive processes
Interactive
Interactive Constructive Active Passive (ICAP) theory
Lesson observation criteria
Student engagement

Disciplines

Curriculum and Instruction
Educational Assessment, Evaluation, and Research

Access to Document

10.1016/j.tate.2023.104133Licence: Unspecified

https://doi.org/10.1016/j.tate.2023.104133

Cite this

@article{46efe2443e374222830da5f32506fc4a,

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

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.",

keywords = "Active learning, Classroom observation techniques, Coding, Cognitive engagement, Cognitive processes, Interactive, Interactive Constructive Active Passive (ICAP) theory, Lesson observation criteria, Student engagement",

author = "Stella Vosniadou and Lawson, {Michael J} and Erin Bodner and Helen Stephenson and David Jeffries and Darmawan, {I Gusti Ngurah}",

year = "2023",

month = jul,

doi = "10.1016/j.tate.2023.104133",

language = "English",

volume = "128",

journal = "Teaching and Teacher Education",

issn = "1879-2480",

}

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 - Darmawan, I Gusti Ngurah

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 - Active learning

KW - Classroom observation techniques

KW - Coding

KW - Cognitive engagement

KW - Cognitive processes

KW - Interactive

KW - Interactive Constructive Active Passive (ICAP) theory

KW - Lesson observation criteria

KW - Student engagement

U2 - 10.1016/j.tate.2023.104133

DO - 10.1016/j.tate.2023.104133

M3 - Article

SN - 1879-2480

VL - 128

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

ER -