Vosniadou, S.Lawson, M.J.Bodner, E.Stephenson, H.Jeffries, D.Darmawan, I.G.N.2023-06-222023-06-222023Teaching and Teacher Education, 2023; 128:104133-1-104133-130742-051X1879-2480https://hdl.handle.net/2440/138769Available online 13 April 2023A coding guide based on the Interactive, Constructive, Active, Passive (ICAP) theory was developed and used to analyze the transcripts from filmed classroom observations. The analysis focused on the lesson tasks used by the 20 participating teachers to promote student cognitive engagement and the links between these tasks and student learning. The results showed that a) only 30% of the lesson tasks were assigned the Constructive and Interactive codes, and b) there were important teacher differences. About half of the teachers provided no or very few opportunities for Constructive or Interactive student cognitive engagement in their lessons.en© 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).ICAP; Classroom observations; Self-regulated learning; Student cognitive; EngagementJournal article10.1016/j.tate.2023.1041332023-06-21642260Darmawan, I.G.N. [0000-0002-7628-6434]