Turn-level and lesson-level classroom dialogue coding¶
Research Method · All research methods
Evidence · 2 claims (2 for) · 1 study (1 qualitative),q2· 0 of 1 report an effect size · 2 claims rest on one study
Description¶
An observational scheme coding every speaker turn for codes such as ELI, EL, REI, RE, OI, UC, Q, SC, RC, RB and RW, plus five holistic lesson-level ratings (Aims, Monitoring, Reflection, Talk Rules, Student Participation). The article reports that "Video-recorded dialogue was analyzed using a scheme based on work reported by Hennessy, Rojas-Drummond and colleagues", with reliability checks on 9952 turns yielding Pearson rs from .65 to 1.00 (M=.79).
Accounts¶
- Turn-level and lesson-level dialogue coding scheme adapted from Hennessy et al. (2016): An observational scheme coding every speaker turn for codes such as ELI, EL, REI, RE, OI, UC, Q, SC, RC, RB and RW, plus five holistic lesson-level ratings (Aims, Monitoring, Reflection, Talk Rules, Student Participation). The article reports that "Video-recorded dialogue was analyzed using a scheme based on work reported by Hennessy, Rojas-Drummond and colleagues", with reliability checks on 9952 turns yielding Pearson rs from .65 to 1.00 (M=.79). (Howe et al. (2018))
- Communicative-activity coding scheme with eight teacher-level and seven individual student-level codes for mathematics lesson interaction: The coding scheme maps observable communicative activities in a mathematics lesson at 20-second intervals. Teacher-level codes (N = 210 intervals) include teacher presentation, scaffolding questions, correcting/complementing, and whole-class discussion; individual student-level codes (N = 3*210 intervals) include active/passive listening, student presentation, student question, and peer discussion. Codes were grounded in prior classroom-interaction research and context-specific variations of the IRF pattern, and the scheme achieved "a Cohen's kappa value of 0.70 for the teacher codes and 0.77 for the student codes, indicating substantial agreement." (Lehesvuori et al. (2026))
Claims¶
- Teacher communicative activities in the analysed undergraduate mathematics lesson were dominated by presentation and correction, reflecting an authoritative communicative approach [+M]
- Active listening was the most common individual student communicative activity in the analysed lesson, with marked individual differences between the three students [+M]
Related Research Methods¶
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Key Sources¶
- Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2018). Teacher-Student Dialogue during Classroom Teaching: Does it Really Impact upon Student Outcomes? To appear in The Journal of the Learning Sciences. https://gtr.ukri.org/projects?ref=ES/M007103/1
- Lehesvuori, S., Järvinen, M., Lämsä, J., Heilala, V., Hämäläinen, R. (2026). Exploring interconnections between communicative activities, situational stress reactions and cognitive engagement in undergraduate mathematics lesson. Instructional Science. https://doi.org/10.1007/s11251-026-09786-3
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
turn-level-and-lesson-level-classroom-dialogue-coding |
title |
Turn-level and lesson-level classroom dialogue coding |
description |
An observational scheme coding every speaker turn for codes such as ELI, EL, REI, RE, OI, UC, Q, SC, RC, RB and RW, plus five holistic lesson-level ratings (Aims, Monitoring, Reflection, Talk Rules, Student Participation). |
status |
review |
generated |
by process:settle-candidates on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
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