The Power of Video Studies in Investigating Teaching and Learning in the Classroom
1st Edition
Published on 1. October 2013
Book
Paperback/Softback
284 pages
978-3-8309-2208-7 (ISBN)
Description
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, Tomás 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 Sebestová, Tina Seidel, Richard J. Shavelson, Kathleen Stürmer, Elke Sumfleth, Maik Walpuski
Reviews / Votes
[...] the book fulfills what its title promises - it shows the power of video studies in investigating teaching and learning in the classroom and in teacher education. Thanks to the carefully structured content the prospective reader will get an overview of major video studies as they were conducted in the area of education in the last fifteen years. The reader will surely realize how complex, technologically demanding and long-term projects video studies are, and how the results of one study inspire the design of another. [...] The book itself is an evidence of multiple benefits of cooperation in educational research. [...] To conclude, all the presented studies have a sound theoretical background and, through the implementation of properly designed research, they provide unique insights into instructional processes that would not have been possible to obtain without video-based methodology. Unfortunately, for such reasons the book has plenty to offer to professionals in the field of education. - Monika Cerná in: Orbis Scholae. Vol.3, No.2, 2009.More details
Other editions
Additional editions
Tomás Janík | Tina Seidel (Hrsg.)
The Power of Video Studies in Investigating Teaching and Learning in the Classroom
E-Book
01/2009
1st Edition
Waxmann Verlag GmbH
€31.90
Available for download
Persons
Editor
Tomás Janík ist assoziierter Professor für Erziehungswissenschaft und Leiter des Forschungsinstitutes für Schulbildung an der Pädagogischen Fakultät der Masaryk Universität in Brno. Er ist Vorsitzender der Arbeitsgruppe für Fachdidaktik der Akkreditierungskommission. Seit 2015 ist er als Berater der Ministerin für Schulwesen, Jugend und Sport tätig.
Prof. Dr. Tina Seidel, Jahrgang 1974, studierte Psychologie an der Universität Regensburg. Ab 1998 arbeitete sie als wissenschaftliche Mitarbeiterin und Juniorprofessorin am Leibniz-Institut für die Pädagogik der Naturwissenschaften (IPN) an der Universität Kiel. Nach der Promotion 2002 vertiefte sie ihre Studien im Bereich der Unterrichtsforschung mit Schwerpunkt Videoanalysen.
Tina Seidel ist Inhaberin des Friedl Schöller-Stiftungslehrstuhls für Unterrichts- und Hochschulforschung an der Technischen Universität München.
Content
Chapter 1 Introduction: On the Power of Video Studies in Investigating Teaching and Learning (Tomas Janik, Tina Seidel, Petr Najvar), Section I Describing the dynamics of teaching and learning: Chapter 2 Using Video Studies to Compare and Understand Science Teaching: Results from the TIMSS Video Study of 8th Grade Science Teaching (Kathleen J. Roth); Chapter 3 Optimising the Use of Available Technology to Support International Collaborative Research in Mathematics Classrooms (David Clarke, Cameron Mitchell, Peter (Reggie) Bowman);Chapter 4 Challenges in Strategies for Complexity Reduction in Video Studies. Experiences from the PISA+Study: A Video Study of Teaching and Learning in Norway (Kirsti Klette); Chapter 5 Observing Instruction "next-door": A Video Study about Science Teaching and Learning in Germany and Switzerland (Inger Marie Dalehefte, Rolf Rimmele, Manfred Prenzel, Tina Seidel, Peter Labudde, Constanze Herweg); Chapter 6 CPV Video Study: Comparative Perspectives on Teaching in Different School Subjects (Petr Najvar, Tomas Janik, Marcela Janikova, Dana Hubelova, Veronika Najvarova); Chapter 7 The Use of Video Data to Evaluate Inquiry Situations in Chemistry Education (Maik Walpuski, Elke Sumfleth); Section II Investigating the effects of teaching: Chapter 8 The Pythagoras Study: Investigating Effects of Teaching and Learning in Swiss and German Mathematics Classrooms (Eckhard Klieme, Christine Pauli, Kurt Reusser); Chapter 9 The Link between Teaching and Learning - Investigating Effects of Physics Teaching on Student Learning in the Context of the IPN Video Study (Tina Seidel, Manfred Prenzel, Katharina Schwindt, Rolf Rimmele, Mareike Kobarg, Inger Marie Dalehefte); Chapter 10 Guidance, Conceptual Understanding, and Student Learning: An Investigation of Inquiry-Based Teaching in the US (Erin M. Furtak, Richard J. Shavelson); Section III Using video in teacher professionalization: Chapter 11 Exploring Different Ways of Using Video in Teacher Education: Examples from CPV Video Web (Tomas Janik, Marcela Janikova, Petr Knecht, Milan Kubiatko, Petr Najvar, Veronika Najvarova, Simona Aeebestova); Chapter 12 Using Video Studies to Transform Science Teaching and Learning: Results from the STeLLA Professional Development Program (Kathleen J. Roth); Chapter 13 LUV and Observe: Two Projects Using Video to Diagnose Teachers' Competence (Tina Seidel, Manfred Prenzel, Katharina Schwindt,Kathleen Sturmer, Geraldine Blomberg, Mareike Kobarg); Chapter 14 The Power of Video as a Tool for Professional Development and Research: Examples from the Problem- Solving Cycle (Jennifer Jacobs, Hilda Borko, Karen Koellner)