There is increasing scholarly agreement about the key features of academically productive classroom dialogue. Yet, despite this emerging conceptual consensus, the ways in which it is measured and coded in quantitative research efforts vary significantly. In order to communicate, compare and integrate findings from this rich body of empirical research and to further theory refinement, a more unified approach to measuring classroom dialogue is needed. We selected seven well-known coding frameworks and identified a set of nine particle-like dialogue elements (DEs), that lie at the basis of different coding categories, appear frequently in classroom dialogue, and can be reliably coded at the conversational turn level. We then demonstrate how a much larger set of “compound” dialogue constructs can be recreated post-coding, by flagging co-occurrences of different DEs and accounting for the majority of coding categories in each of the seven frameworks. This Dialogue Elements to Compound Constructs Approach (DECCA) then enables interrater reliability, while simultaneously maintaining the flexibility and comprehensiveness needed to enable quantitative research on a large variety of research questions with a single methodological approach. The implications for future research and theory are discussed.

关于学术上富有成效的课堂对话的关键特征，学术界越来越一致。然而，尽管出现了这种概念上的共识，但在定量研究工作中对其进行测量和编码的方式却大相径庭。为了交流、比较和整合这些丰富的实证研究的发现并进一步完善理论，需要一种更统一的方法来衡量课堂对话。我们选择了七个著名的编码框架，并确定了一组九个类粒子对话元素 (DE)，它们位于不同编码类别的基础上，经常出现在课堂对话中，并且可以在对话回合级别可靠地编码。然后我们演示如何在编码后重新创建一组更大的“复合”对话结构，通过标记不同 DE 的共现并占七个框架中每个框架中的大多数编码类别。这种从元素到复合结构方法 (DECCA) 的对话元素可实现评估者间的可靠性，同时保持灵活性和全面性，以便通过单一方法论方法对大量研究问题进行定量研究。讨论了对未来研究和理论的影响。同时保持灵活性和全面性，以便通过单一的方法论方法对大量研究问题进行定量研究。讨论了对未来研究和理论的影响。同时保持灵活性和全面性，以便通过单一的方法论方法对大量研究问题进行定量研究。讨论了对未来研究和理论的影响。