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Contents
6
1 Introduction: On the Power of Video Studies in Investigating Teaching and Learning
8
1.1 Video Studies in Educational Research: An Overview
9
1.2 Recent Developments in Video-Based Research
12
1.3 Highlighting the Power of Video Studies: Goals and Overview of the Volume
14
References
17
Acknowledgements
20
Describing the dynamics of teaching and learning
22
2 Using Video Studies to Compare and Understand Science Teaching: Results from the TIMSS Video Study of 8th Grade Science Teaching
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2.1 Rationales
24
2.2 Research Questions and Methods
27
2.3 Results
28
2.4 The Power of Video Methodology in the TIMSS Video Study
36
References
37
3 Optimising the Use of Available Technology to Support International Collaborative Research in Mathematics Classrooms
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3.1 Advances in Techniques and Equipment for the Generation of Audio- Visual Data in Classrooms
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3.2 Tools for the Compression, Editing and Storage of Digitised Video and Other Data
47
3.3 Storage Facilities that Support Networked Access to Large Complex Databases
47
3.4 Analytical Tools Capable of Supporting Sophisticated Analyses of Such Complex Databases
49
3.5 Sample Analysis
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3.6 Research as the Enactment of the Researcher’s Epistemology
57
3.7 Conclusions
58
References
60
Acknowledgements
61
4 Challenges in Strategies for Complexity Reduction in Video Studies. Experiences from the PISA+ Study: A Video Study of Teaching and Learning in Norway
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4.1 Benefits and Challenges in Analyzing Video Data
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4.2 Challenges in Analyzing Video Data: Scales and Categories as Analytical Devices for Complexity Reduction
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4.3 Analyzing Video Data: Strategies for Complexity Reduction in the PISA+ Study
68
4.4 Why Coding Schemes
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4.5 Empirical Illustrations: Features of Classroom Discourse Across Three Analytical Levels
75
4.6 Conclusive Discussion
79
References
80
5 Observing Instruction “next-door”: A Video Study about Science Teaching and Learning in Germany and Switzerland
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5.1 Theoretical Background
85
5.2 Research Questions and Design
86
5.3 Findings from the Swiss-German Video Study
90
5.4 Value and Limitations of the Swiss-German Video Study
97
References
99
6 CPV Video Study: Comparative Perspectives on Teaching in Different School Subjects
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6.1 The Comparative Perspective on School Subjects
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6.2 The Comparative and the Multi-Perspective Approach
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6.3 Video-Based Observation in Comparative Research
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6.4 An International Perspective on Classroom Organisation: the TIMSS Video Study
111
6.5 An Inter-Subject Perspective on Classroom Organisation: the CPV Video Study
113
6.6 Discussion and Future Perspectives
118
References
119
Acknowledgement
120
7 The Use of Video Data to Evaluate Inquiry Situations in Chemistry Education
122
7.1 Purpose of the Study
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7.2 Using Video-Analyses Software: Videograph
124
7.3 Process Plots
126
7.4 Discussion
132
References
133
Investigating the effects of teaching
136
8 The Pythagoras Study: Investigating Effects of Teaching and Learning in Swiss and German Mathematics Classrooms
138
8.1 Theoretical Background: A Model of Instructional Quality
140
8.2 Research Questions
144
8.3 Methods
145
8.4 Findings
151
8.5 Discussion
156
References
157
Acknowledgements
161
9 The Link between Teaching and Learning – Investigating Effects of Physics Teaching on Student Learning in the Context of the IPN Video Study
162
9.1 Theoretical Background: Teaching and Learning Processes in Science Classrooms
164
9.2 Design of the IPN Video Study
166
9.3 Methods
168
9.4 Science Teaching and Learning: How do Teaching Practices Influence Student Learning
172
9.5 Perspective
176
References
177
Acknowledgements
181
10 Guidance, Conceptual Understanding, and Student Learning: An Investigation of Inquiry- Based Teaching in the US
182
10.1 Investigating Guidance at the Intersection of Inquiry-Based Teaching and Standards- Based Content
182
10.2 Method
186
10.3 Results
194
10.4 Discussion
200
References
202
Using video in teacher professionalization
206
11 Exploring Different Ways of Using Video in Teacher Education: Examples from CPV Video Web
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11.1 Purposes of Using Video in Teacher Education
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11.2 Videocases: From Observing ‘Good Practice’ To Analysing the Teacher’s Own Actions
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11.3 CPV Video Web
217
11.4 Perspectives: Integrative Use of Video in Teacher Education
222
References
223
Acknowledgement
225
12 Using Video Studies to Transform Science Teaching and Learning: Results from the STeLLA Professional Development Program
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12.1 Building on the TIMSS Video Study: The Science Content Storyline Idea
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12.2 The STeLLA Video Study: Using Video to Transform Science Teaching
229
12.3 Discussion
239
12.4 Conclusions and Implications
240
12.5 The Power of Video
241
References
242
13 LUV and Observe: Two Projects Using Video to Diagnose Teacher Competence
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13.1 Theoretical Background
244
13.2 Project LUV – Learning from Classroom Videos
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13.3 Project OBSERVE
251
13.4 Outlook
255
References
256
Acknowledgements
259
14 The Power of Video as a Tool for Professional Development and Research: Examples from the Problem- Solving Cycle
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14.1 An Overview of the Problem Solving Cycle
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14.2 The Power of Video as a Professional Development Tool
263
14.3 The Power of Video as a Research Tool
267
14.4 Conclusion
270
References
272
List of Figures
276
List of Tables
278
Editors
280
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