Erica C Fry, Jessica R Toste, Beth R Feuer, Christine A Espin
A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making?
Journal of learning disabilities
science classroom students simply learn scientific ways knowing reasoning unless find ways appropriating scientific discourse next generation science standards major forms scientific discourse emphasized main part science engineering practices enhance student engagement scientific discourse teachers need help students differentiate scientific ways talking everyday ways talking thus science teachers able aware differences provide opportunities students engage scientific discourse study classroom discourse analysis tool cdat developed help science teachers educators identify patterns classroom discourse lens scientific reasoning cdat suggests new way discourse pattern finding twodimensional graphic organizer quantitative data produced coding pilot cdat analysis 13 videos transcripts two middle one high school teachers physical science classes viewed analyzed results cdat coding show illustrative information characterizes classroom discourse patterns relation scientific reasoning teachers questioning feedback coded cdat table shows reasoning components used classroom dialogs teacher students also shows students engaged dialogs variations answers teachers question feedback results show patterns students responses strongly depend teachers question feedback addition analysis also generates various quantitative data represent certain characteristics classroom discourse ie length dialog number reasoning components used possible implications cdat analysis explore relationships teachers discourse patterns students achievement along changes reasoning skills student attitudinal outcomes motivations interests selfefficacy could also compared classroom discourse patterns revealed cdat cdat analysis also used teacher professional development intervention help teachers see classroom discourse patterns