ABSTRACT

This chapter presents and exemplify three approaches for assessing responsive teaching: exploring a teacher's follow-up questions, examining a teacher's redirections, and identifying classroom events that speak directly to a teacher's responsiveness. The intended results of this chapter are for the reader to gain familiarity with these methods, understand their affordances and limitations, and be informed if/when selecting an appropriate method for research purposes. While admittedly few research studies would have the time and manpower to devote to concurrent analyses using a combination of two or three of the methods, the methods described in this chapter have the potential to complement one another nicely. When teachers take up the essence of their student's ideas during class time, they are empowering their students to take an active role in helping to shape the academic contours of the classroom community. Part of the scarcity is due to the challenges inherent in characterizing nuances in teacher responsiveness in situ.