ClassBank English APT Corpus
|
Shireen Al-Adeimi
Teacher Education
Michigan State University
aladeimi@msu.edu
website
|
|
Suzanne Donovan
SERP Institute
sdonovan@serpinstitute.org/span>
website
|
|
Leslie Duhaylongsod
Secondary and Higher Education
Salem State University
lduhaylongsod@salemstate.edu
website
|
|
Karen Murphy
College of Education
Penn State
pkm15@psu.edu
website
|
|
Jonathan Osborne
Graduate School of Education
Stanford University
osborne@stanford.edu
website
|
|
Abby Reisman
Graduate School of Education
University of Pennsylvania
areisman@upenn.edu
website
|
|
Catherine Snow
Education
Harvard University
catherine.snow@gse.harvard.edu
website
|
|
| Participants: | - |
| Type of Study: | classroom recording |
| Location: | USA |
| Media type: | video |
| DOI: | doi:10.21415/34RT-DP82 |
Citation information
Al-Adeimi, S., & O'Connor, C. (2021). Exploring the relationship between dialogic teacher talk and students’ persuasive writing. Learning and Instruction, 71, 101388.
Duhaylongsod, L., Al-Adeimi, S., & Reisman, A. (2023). Talk is literacy. ASCD, 81(4). https://www.ascd.org/el/articles/talk-is-literacy
In accordance with TalkBank rules, any use of data from this corpus must be accompanied by at least one of the above references.
The APT videos should not be downloaded or reposted.
Project Description
File names are composed in this way:
- The first two digits are for the project it came from, such as LH for the Lawrence Hall of Science.
- The next two are for the content area: SC, MA, SS, LA for science, math, social studies, and English language arts
- The next letters are for grade level, when we don't know the actual grade we put EL, MS or HS
- Then W is for whole class, S is for small group.
- The number allows us to have more than one video with the same code
| Collection | Contributor | Website |
| AC | Alameda County Office of Education | https://www.acoe.org/ |
| AC | Achieve the Core | https://achievethecore.org/teachingthecore
|
| BR | Being a Reader | https://info.collaborativeclassroom.org/being-a-reader-k-5 |
| CC | Center for Collaborative Classroom | https://www.collaborativeclassroom.org/ |
| DB | Document Based History - Reisman | -- |
| LH | Lawrence Hall of Science | http://beetlesproject.org/ |
| MS | Math Solutions - O'Connor | https://mathsolutions.com/welcome/ |
| PA | Poetry in America | https://www.poetryinamerica.org/ |
| QT | Quality Talk - Murphy | https://www.qualitytalk.psu.edu/ |
| SL | Science Literacy - Osborne | -- |
| ST | STARI - Donovan | https://www.serpinstitute.org/stari |
| SV | Silicon Valley Mathematics Initiative (SVMI) | https://svmimac.org/ |
| TL | TRU-Lesson Study - Donovan | https://www.tru-lessonstudy.org/home |
| TS | Sensemaking in Mathematics | https://www.serpinstitute.org/sensemaking |
| WG | Word Generation - Donovan | https://www.serpinstitute.org/wordgen-weekly |
Coding
Coding is done using the LIDO, SDI, and QTI systems. However, some of
the videos will not have SDI coding since that instrument can only be
used in whole group instruction. Also some of the files are missing QTI
coding because they were added late in the project and those RAs have
graduated. A full listing of which sessions have while codings is available
here.
Instructors focusing on teacher training will find that using the
Collaborative Commentary system with these
videos is a great way of learning how to analyze academically productive talk.
LIDO
LIDO Manual: Al-Adeimi, S., & O’Connor, C. (2017). Low-Inference Discourse Observation (LIDO) Coding Manual. Boston University, Boston, MA.
The LIDO coding manual is available here.
LIDO Validation Paper: LaRusso, M., Al-Adeimi, S., Harbaugh, A., Kim, H. Y., & O'Connor, C. Capturing classroom talk with the Low Inference Discourse Observation tool: A validation study. (2023). Journal of Early Adolescence, 0(0), 1-31. https://doi.org/10.1177/02724316231182291
SDI
The Science Discourse Instrument (SDI) is described here
QT
The Quality Talk project is located at here
Acknowledgment
The Academically Productive Talk Project was made possible by a grant from the Spencer Foundation #202000131. The views expressed here are those of the authors and do not necessarily reflect the views of the Spencer Foundation.
>