Efficacy of Video-Based Teacher Professional Development for Increasing Classroom Discourse and Student Learning

Autor/inn/en	Chen, Gaowei; Chan, Carol K. K.; Chan, Kennedy K. H.; Clarke, Sherice N.; Resnick, Lauren B.
Titel	Efficacy of Video-Based Teacher Professional Development for Increasing Classroom Discourse and Student Learning
Quelle	In: Journal of the Learning Sciences, 29 (2020) 4-5, S.642-680 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Gaowei) ORCID (Chan, Carol K. K.) ORCID (Chan, Kennedy K. H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2020.1783269
Schlagwörter	Video Technology; Professional Development; Inservice Teacher Education; Teacher Collaboration; Secondary School Teachers; Mathematics Teachers; Mathematics Achievement; Program Effectiveness; Classroom Communication; Discourse Analysis; Interaction; Visualization; Reflective Teaching; Listening; Evaluative Thinking; Evidence Based Practice; Foreign Countries; China (Shanghai) + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Lehrerkooperation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Klassengespräch; Diskursanalyse; Interaktion; Visualisation; Visualisierung; Hörvorgang; Zuhören; Ausland
Abstract	Background: Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discourse Analyzer (CDA), to support teachers' reflections on classroom discourse in video-based PD workshops. Methods: We used a randomized controlled trial with an embedded case study to examine the efficacy of a year-long video-based PD program using the CDA. Findings: The 24 intervention teachers significantly increased their use of productive talk moves in mathematics classrooms relative to the 22 comparison teachers (Cohen's "d" = 0.67 to 2.35, p <0.05). Moreover, a linear mixed model analysis showed that 882 students of the intervention teachers had significantly higher mathematics achievement scores than the 625 comparison students (Cohen's "d" = 0.24, p <0.05). The case study showed that CDA's multiple representations of classroom discourse and interactive, process-oriented visualizations facilitated the teachers' navigation of classroom video data. Additionally, video and visualizations prompted the teachers to reflect on the data with their peers for evidence-based reasoning and discussion. Contribution: This study demonstrates the efficacy of a video-based PD program for increasing classroom discourse and student learning. It also informs the design of visualizations to enrich video-based PD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01