The Power of Video Studies in Investigating Teaching and Learning in the Classroom

Contents

1 Introduction: On the Power of Video Studies in Investigating Teaching and Learning

1.1 Video Studies in Educational Research: An Overview

1.2 Recent Developments in Video-Based Research

1.3 Highlighting the Power of Video Studies: Goals and Overview of the Volume

References

Acknowledgements

Describing the dynamics of teaching and learning

2 Using Video Studies to Compare and Understand Science Teaching: Results from the TIMSS Video Study of 8th Grade Science Teaching

2.1 Rationales

2.2 Research Questions and Methods

2.3 Results

2.4 The Power of Video Methodology in the TIMSS Video Study

References

3 Optimising the Use of Available Technology to Support International Collaborative Research in Mathematics Classrooms

3.1 Advances in Techniques and Equipment for the Generation of Audio- Visual Data in Classrooms

3.2 Tools for the Compression, Editing and Storage of Digitised Video and Other Data

3.3 Storage Facilities that Support Networked Access to Large Complex Databases

3.4 Analytical Tools Capable of Supporting Sophisticated Analyses of Such Complex Databases

3.5 Sample Analysis

3.6 Research as the Enactment of the Researcher’s Epistemology

3.7 Conclusions

References

Acknowledgements

4 Challenges in Strategies for Complexity Reduction in Video Studies. Experiences from the PISA+ Study: A Video Study of Teaching and Learning in Norway

4.1 Benefits and Challenges in Analyzing Video Data

4.2 Challenges in Analyzing Video Data: Scales and Categories as Analytical Devices for Complexity Reduction

4.3 Analyzing Video Data: Strategies for Complexity Reduction in the PISA+ Study

4.4 Why Coding Schemes

4.5 Empirical Illustrations: Features of Classroom Discourse Across Three Analytical Levels

4.6 Conclusive Discussion

References

5 Observing Instruction “next-door”: A Video Study about Science Teaching and Learning in Germany and Switzerland

5.1 Theoretical Background

5.2 Research Questions and Design

5.3 Findings from the Swiss-German Video Study

5.4 Value and Limitations of the Swiss-German Video Study

References

6 CPV Video Study: Comparative Perspectives on Teaching in Different School Subjects

6.1 The Comparative Perspective on School Subjects

6.2 The Comparative and the Multi-Perspective Approach

6.3 Video-Based Observation in Comparative Research

6.4 An International Perspective on Classroom Organisation: the TIMSS Video Study

6.5 An Inter-Subject Perspective on Classroom Organisation: the CPV Video Study

6.6 Discussion and Future Perspectives

References

Acknowledgement

7 The Use of Video Data to Evaluate Inquiry Situations in Chemistry Education

7.1 Purpose of the Study

7.2 Using Video-Analyses Software: Videograph

7.3 Process Plots

7.4 Discussion

References

Investigating the effects of teaching

8 The Pythagoras Study: Investigating Effects of Teaching and Learning in Swiss and German Mathematics Classrooms

8.1 Theoretical Background: A Model of Instructional Quality

8.2 Research Questions

8.3 Methods

8.4 Findings

8.5 Discussion

References

Acknowledgements

9 The Link between Teaching and Learning – Investigating Effects of Physics Teaching on Student Learning in the Context of the IPN Video Study

9.1 Theoretical Background: Teaching and Learning Processes in Science Classrooms

9.2 Design of the IPN Video Study

9.3 Methods

9.4 Science Teaching and Learning: How do Teaching Practices Influence Student Learning

9.5 Perspective

References

Acknowledgements

10 Guidance, Conceptual Understanding, and Student Learning: An Investigation of Inquiry- Based Teaching in the US

10.1 Investigating Guidance at the Intersection of Inquiry-Based Teaching and Standards- Based Content

10.2 Method

10.3 Results

10.4 Discussion

References

Using video in teacher professionalization

11 Exploring Different Ways of Using Video in Teacher Education: Examples from CPV Video Web

11.1 Purposes of Using Video in Teacher Education

11.2 Videocases: From Observing ‘Good Practice’ To Analysing the Teacher’s Own Actions

11.3 CPV Video Web

11.4 Perspectives: Integrative Use of Video in Teacher Education

References

Acknowledgement

12 Using Video Studies to Transform Science Teaching and Learning: Results from the STeLLA Professional Development Program

12.1 Building on the TIMSS Video Study: The Science Content Storyline Idea

12.2 The STeLLA Video Study: Using Video to Transform Science Teaching

12.3 Discussion

12.4 Conclusions and Implications

12.5 The Power of Video

References

13 LUV and Observe: Two Projects Using Video to Diagnose Teacher Competence

13.1 Theoretical Background

13.2 Project LUV – Learning from Classroom Videos

13.3 Project OBSERVE

13.4 Outlook

References

Acknowledgements

14 The Power of Video as a Tool for Professional Development and Research: Examples from the Problem- Solving Cycle

14.1 An Overview of the Problem Solving Cycle

14.2 The Power of Video as a Professional Development Tool

14.3 The Power of Video as a Research Tool

14.4 Conclusion

References

List of Figures

List of Tables

Editors