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

1. Auflage 2009
ISBN: 978-3-8309-7208-2
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 286 Seiten

The history of methods of observation illustrates a gradual development from lay observation to systematic scientific observation. Over the past centuries, observing scientists have learned to take advantage of various research tools. Just as natural scientists came to appreciate the aid of the microscope to observe very small objects and telescopes to observe very distant objects, we have come to see video technology as a tool for social scientists to observe phenomena that are too complex to be studied by the naked eye. The investigative potential of such video studies lies in the fact that complex phenomena and events captured on video are available for analysis that can focus ex-post facto on various aspects of the material under investigation. Video study is a complex methodological approach, which enables the employing of various strategies, methods or techniques for generating, collecting and analysing video data, i.e. audiovisual data grounded in rich situational contexts.

The book is structured in three sections which comprise chapters that focus on a specific power of video technology in classroom research. The chapters in section I focus on the power of video to describe the dynamics of teaching and learning in the classroom. They present various video studies conducted in the past fifteen years that aimed to describe the practices of teaching. The chapters in section II focus on the use of video in investigating the effects of teaching on student learning. They present approaches that build on video studies in order to link data about classroom processes with data about learning outcomes. The chapters in section III discuss possibilities offered by the use of video in professional development of teachers.

Contributors: Peter (Reggie) Bowman, Geraldine Blomberg, Hilda Borko, David Clarke, Inger Marie Dalehefte, Erin Marie Furtak, Constanze Herweg, Dana Hübelová, Jennifer Jacobs, Tomáš Janík, Marcela Janíková, Kirsti Klette, Eckhard Klieme, Petr Knecht, Mareike Kobarg, Karen Koellner, Milan Kubiatko, Peter Labudde, Cameron Mitchell, Petr Najvar, Veronika Najvarová, Christine Pauli, Manfred Prenzel, Kurt Reusser, Rolf Rimmele, Kathleen Roth, Katharina Schwindt, Simona Šebestová, Tina Seidel, Richard J. Shavelson, Kathleen Stürmer, Elke Sumfleth, Maik Walpuski

Autoren/Hrsg.

Janík, Tomáš

Inhaltsverzeichnis

1;Contents;6
2;1 Introduction: On the Power of Video Studies in Investigating Teaching and Learning;8
2.1;1.1 Video Studies in Educational Research: An Overview;9
2.2;1.2 Recent Developments in Video-Based Research;12
2.3;1.3 Highlighting the Power of Video Studies: Goals and Overview of the Volume;14
2.4;References;17
2.5;Acknowledgements;20
3;Describing the dynamics of teaching and learning;22
3.1;2 Using Video Studies to Compare and Understand Science Teaching: Results from the TIMSS Video Study of 8th Grade Science Teaching;24
3.1.1;2.1 Rationales;24
3.1.2;2.2 Research Questions and Methods;27
3.1.3;2.3 Results;28
3.1.4;2.4 The Power of Video Methodology in the TIMSS Video Study;36
3.1.5;References;37
3.2;3 Optimising the Use of Available Technology to Support International Collaborative Research in Mathematics Classrooms;40
3.2.1;3.1 Advances in Techniques and Equipment for the Generation of Audio- Visual Data in Classrooms;41
3.2.2;3.2 Tools for the Compression, Editing and Storage of Digitised Video and Other Data;47
3.2.3;3.3 Storage Facilities that Support Networked Access to Large Complex Databases;47
3.2.4;3.4 Analytical Tools Capable of Supporting Sophisticated Analyses of Such Complex Databases;49
3.2.5;3.5 Sample Analysis;51
3.2.6;3.6 Research as the Enactment of the Researcher’s Epistemology;57
3.2.7;3.7 Conclusions;58
3.2.8;References;60
3.2.9;Acknowledgements;61
3.3;4 Challenges in Strategies for Complexity Reduction in Video Studies. Experiences from the PISA+ Study: A Video Study of Teaching and Learning in Norway;62
3.3.1;4.1 Benefits and Challenges in Analyzing Video Data;65
3.3.2;4.2 Challenges in Analyzing Video Data: Scales and Categories as Analytical Devices for Complexity Reduction;67
3.3.3;4.3 Analyzing Video Data: Strategies for Complexity Reduction in the PISA+ Study;68
3.3.4;4.4 Why Coding Schemes;70
3.3.5;4.5 Empirical Illustrations: Features of Classroom Discourse Across Three Analytical Levels;75
3.3.6;4.6 Conclusive Discussion;79
3.3.7;References;80
3.4;5 Observing Instruction “next-door”: A Video Study about Science Teaching and Learning in Germany and Switzerland;84
3.4.1;5.1 Theoretical Background;85
3.4.2;5.2 Research Questions and Design;86
3.4.3;5.3 Findings from the Swiss-German Video Study;90
3.4.4;5.4 Value and Limitations of the Swiss-German Video Study;97
3.4.5;References;99
3.5;6 CPV Video Study: Comparative Perspectives on Teaching in Different School Subjects;104
3.5.1;6.1 The Comparative Perspective on School Subjects;105
3.5.2;6.2 The Comparative and the Multi-Perspective Approach;107
3.5.3;6.3 Video-Based Observation in Comparative Research;108
3.5.4;6.4 An International Perspective on Classroom Organisation: the TIMSS Video Study;111
3.5.5;6.5 An Inter-Subject Perspective on Classroom Organisation: the CPV Video Study;113
3.5.6;6.6 Discussion and Future Perspectives;118
3.5.7;References;119
3.5.8;Acknowledgement;120
3.6;7 The Use of Video Data to Evaluate Inquiry Situations in Chemistry Education;122
3.6.1;7.1 Purpose of the Study;122
3.6.2;7.2 Using Video-Analyses Software: Videograph;124
3.6.3;7.3 Process Plots;126
3.6.4;7.4 Discussion;132
3.6.5;References;133
4;Investigating the effects of teaching;136
4.1;8 The Pythagoras Study: Investigating Effects of Teaching and Learning in Swiss and German Mathematics Classrooms;138
4.1.1;8.1 Theoretical Background: A Model of Instructional Quality;140
4.1.2;8.2 Research Questions;144
4.1.3;8.3 Methods;145
4.1.4;8.4 Findings;151
4.1.5;8.5 Discussion;156
4.1.6;References;157
4.1.7;Acknowledgements;161
4.2;9 The Link between Teaching and Learning – Investigating Effects of Physics Teaching on Student Learning in the Context of the IPN Video Study;162
4.2.1;9.1 Theoretical Background: Teaching and Learning Processes in Science Classrooms;164
4.2.2;9.2 Design of the IPN Video Study;166
4.2.3;9.3 Methods;168
4.2.4;9.4 Science Teaching and Learning: How do Teaching Practices Influence Student Learning;172
4.2.5;9.5 Perspective;176
4.2.6;References;177
4.2.7;Acknowledgements;181
4.3;10 Guidance, Conceptual Understanding, and Student Learning: An Investigation of Inquiry- Based Teaching in the US;182
4.3.1;10.1 Investigating Guidance at the Intersection of Inquiry-Based Teaching and Standards- Based Content;182
4.3.2;10.2 Method;186
4.3.3;10.3 Results;194
4.3.4;10.4 Discussion;200
4.3.5;References;202
5;Using video in teacher professionalization;206
5.1;11 Exploring Different Ways of Using Video in Teacher Education: Examples from CPV Video Web;208
5.1.1;11.1 Purposes of Using Video in Teacher Education;208
5.1.2;11.2 Videocases: From Observing ‘Good Practice’ To Analysing the Teacher’s Own Actions;213
5.1.3;11.3 CPV Video Web;217
5.1.4;11.4 Perspectives: Integrative Use of Video in Teacher Education;222
5.1.5;References;223
5.1.6;Acknowledgement;225
5.2;12 Using Video Studies to Transform Science Teaching and Learning: Results from the STeLLA Professional Development Program;226
5.2.1;12.1 Building on the TIMSS Video Study: The Science Content Storyline Idea;227
5.2.2;12.2 The STeLLA Video Study: Using Video to Transform Science Teaching;229
5.2.3;12.3 Discussion;239
5.2.4;12.4 Conclusions and Implications;240
5.2.5;12.5 The Power of Video;241
5.2.6;References;242
5.3;13 LUV and Observe: Two Projects Using Video to Diagnose Teacher Competence;244
5.3.1;13.1 Theoretical Background;244
5.3.2;13.2 Project LUV – Learning from Classroom Videos;247
5.3.3;13.3 Project OBSERVE;251
5.3.4;13.4 Outlook;255
5.3.5;References;256
5.3.6;Acknowledgements;259
5.4;14 The Power of Video as a Tool for Professional Development and Research: Examples from the Problem- Solving Cycle;260
5.4.1;14.1 An Overview of the Problem Solving Cycle;262
5.4.2;14.2 The Power of Video as a Professional Development Tool;263
5.4.3;14.3 The Power of Video as a Research Tool;267
5.4.4;14.4 Conclusion;270
5.4.5;References;272
6;List of Figures;276
7;List of Tables;278
8;Editors;280