Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature

Abstract

<p>As dialogic teaching becomes widely accepted, a proliferation of coding schemes has emerged to analyze dialogic teaching moves. Teachers can deploy these moves to facilitate productive discussions and maintain the flow of vibrant interactions. However, no consensus has been reached on the use of analytic indicators to codify dialogic teaching moves. This systematic review was aimed at cultivating a comprehensive understanding of the coding of dialogic teaching through a finer-grained analysis of the analytic indicators available in existing coding schemes for this pedagogy. We found 13 coding schemes in 32 empirical studies, the most prevalent of which were frameworks based on <em>Academically Productive Talk</em> (APT) and the <em>Scheme for Educational Dialogue Analysis</em> (SEDA). In addition to coding schemes for dialogic teaching, scattered coding indicators were identified and grouped into three clusters (<em>Sharing</em>, <em>Articulating</em>, and <em>Building on</em>) and 12 dialogic strategies based on a discourse-functional perspective and a student-participation typology. These coding schemes were utilized to illustrate the benefits of dialogic teaching in facilitating classroom interactions, activating students' discursive engagement, and promoting students' learning abilities and achievement. Suggestions for the selection and use of coding schemes and recommendations for further development are discussed.</p>