College of Education
Department of Curriculum, Instruction and Special Education
Bachelor of Science (B.S.)
This paper is focused on recent studies connected to Academically Productive Classroom Discourse (APCD) and its effects in the classroom, as well as findings implications for classroom practice and future research suggestions shared by the researchers. APCD can be defined as discussion that propels a deeper academic conversation forward in the classroom, as opposed to creating surface level conversations, halting the conversation, or moving the conversation in a circle. The purpose of this paper is to examine what areas of APCD have been studied and what the results of those studies imply for classroom practice and for more research. Twenty-five studies of wide variety were examined, including age groups from preschool to university level and spanning across many different countries. The studies were all conducted between 2009 and 2019, and there were many studies focused on elementary and middle school math and science, which may be a result of the implementation of Common Core State Standards in the United States in 2009. The researcher analyzed the theoretical/conceptual frameworks, research questions, methodologies, analyses and results, conclusions, and implications for future classroom practice and research of each study. It is suggested that teachers must be aware of their own instructional practice and their students’ knowledge before implementing new strategies in the classroom. There is also a need for more research in the areas of teacher questioning and professional development in the context of APCD.
Alley, Kathleen M.
Burford, Elizabeth, "Academically Productive Classroom Discourse" (2019). Honors Theses. 42.