NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: ED672127
Record Type: Non-Journal
Publication Date: 2022-Nov
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
The NCTE Transcripts: A Dataset of Elementary Math Classroom Transcripts. EdWorkingPaper No. 22-682
Dorottya Demszky; Heather Hill
Annenberg Institute for School Reform at Brown University
Classroom discourse is a core medium of instruction -- analyzing it can provide a window into teaching and learning as well as driving the development of new tools for improving instruction. We introduce the largest dataset of mathematics classroom transcripts available to researchers, and demonstrate how this data can help improve instruction. The dataset consists of 1,660 45-60 minute long 4th and 5th grade elementary mathematics observations collected by the National Center for Teacher Effectiveness (NCTE) between 2010-2013. The anonymized transcripts represent data from 317 teachers across 4 school districts that serve largely historically marginalized students. The transcripts come with rich metadata, including turn-level annotations for dialogic discourse moves, classroom observation scores, demographic information, survey responses and student test scores. We demonstrate that our natural language processing model, trained on our turn-level annotations, can learn to identify dialogic discourse moves and these moves are correlated with better classroom observation scores and learning outcomes. This dataset opens up several possibilities for researchers, educators and policymakers to learn about and improve K-12 instruction.
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Annenberg Institute for School Reform at Brown University
Grant or Contract Numbers: N/A
Author Affiliations: N/A