Front. Educ. Frontiers in Education Front. Educ. 2504-284X Frontiers Media S.A. 10.3389/feduc.2022.1128585 Education Correction Corrigendum: Measuring adaptive teaching in classroom discourse: Effects on student learning in elementary science education Hardy Ilonca 1 * † Meschede Nicola 2 † Mannel Susanne 3 1Institute of Early and Primary Education, Educational Sciences, Goethe-University Frankfurt, Frankfurt, Germany 2Institute of Elementary Science Education, University of Münster, Münster, Germany 3Institute of Early and Primary Education, Educational Sciences, Goethe-University Frankfurt, Frankfurt, Germany

Approved by: Frontiers Editorial Office, Frontiers Media SA, Switzerland

 *Correspondence: Ilonca Hardy ✉ hardy@em.uni-frankfurt.de

This article was submitted to Teacher Education, a section of the journal Frontiers in Education

†These authors have contributed equally to this work

 18 01 2023 2022 7 1128585 20 12 2022 30 12 2022 Copyright © 2023 Hardy, Meschede and Mannel. 2023 Hardy, Meschede and Mannel

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 A corrigendum on Measuring adaptive teaching in classroom discourse: Effects on student learning in elementary science education by Hardy, I., Meschede, N., and Mannel, S. (2022). Front. Educ. 7:1041316. doi: 10.3389/feduc.2022.1041316 adaptive teaching contingent support science education classroom discourse coding scheme

In the published article Hardy, I., Mannel, S., and Meschede, N. (2020). “Adaptive Lernumgebungen [Adaptive learning environments],” in Heterogenität in Schule und Unterricht [Heterogeneity in Schools and Instruction], eds M. Kampshoff and C. Wiepcke (Stuttgart: Kohlhammer), 17–26 was not cited. The citation has now been inserted in Materials and Methods, Measures, Coding Scheme of Adaptive Classroom Discourse, third paragraph and should read:

“In step 2 of the coding procedure, we applied a coding scheme on adaptive classroom discourse to the identified units of analysis. The coding scheme is based on existing measurement approaches, extending them to classroom discourse in an extensive cycle of theory-based deduction of categories and their empirical validation The coding scheme includes three indices which describe central facets of adaptive classroom discourse based on the ESRU-model (Ruiz-Primo and Furtak, 2007) and the model of contingent teaching (van de Pol et al., 2011): (a) diagnostic strategies, (b) instructional support, and (c) student understanding. The indices draw on observable verbalizations of teachers and students and were double-coded for each unit of analysis by independent raters with a high interrater agreement (diagnostic strategies: κ = 0.81, instructional support: κ = 0.74; student understanding: κ = 0.86). In addition, in line with van de Pol et al. (2012) and Hermkes et al. (2018), we defined coding rules for the combination of these three indices in order to determine a global index of adaptive classroom discourse (see also Hardy et al., 2020). Table 1 gives an overview of the coding scheme.”

The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.

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 References Hardy I. Mannel S. Meschede N. (2020). “Adaptive Lernumgebungen [Adaptive learning environments],” in Heterogenität in Schule und Unterricht [Heterogeneity in Schools and Instruction], eds M. Kampshoff and C. Wiepcke (Stuttgart: Kohlhammer), 17–26.