Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

Autor/inn/en	Hollo, Alexandra; Staubitz, Johanna L.; Chow, Jason C.
Titel	Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 6, S.1947-1957 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hollo, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Elementary School Students; Classroom Communication; Teacher Student Relationship; Linguistic Input; Measurement; Generalization; Special Education Teachers; Large Group Instruction; Decision Making; Theories; Elementary School Teachers; Reliability; Outcomes of Education; Audio Equipment + Suchen Sie Ihr Suchwort? Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachbildung; Messverfahren; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Theory; Theorie; Elementary school; Grundschule; Volksschule; Reliabilität; Lernleistung; Schulerfolg; Audio-CD
Abstract	Purpose: Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method: This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion "g" coefficient (g > 0.70). Results: The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions: Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01