*Aalsvoort, G. M., & Gossé, G. (2007). Effects of videorecorded interactions and counselling for teachers on their responses to preschoolers with intellectual impairments. Intellectual and Developmental Disabilities, 45(2), 103–115
Ajayi-Dopemu, Y., & Talabi, J. K. (1986). The effects of videotape recording on microteaching training techniques for education students. Journal of Educational Television, 12(1), 39–44.
Alberts, G., & Edelstein, B. (1990). Therapist training: A critical review of skill training studies. Clinical Psychology Review, 10, 497–511.
Allen, D. W. (1966). A new design for teacher education: The teacher intern program at Standford University. The Journal of Teacher Education, 17(3), 296–300.
Allen, D. W. (Ed.). (1967). Microteaching: A description. Palo Alto, CA: Stanford Teacher Education Program.
*Bailey, K. G., Deardorff, P., & Nay, W. R. (1977). Students play therapist: Relative effects of role playing, videotape feedback, and modeling in a simulated interview. Journal of Consulting and Clinical Psychology, 45(2), 257–266.
Baker, S. B., & Daniels, T. G. (1989). Integrating research on the microcounseling program: A meta-analysis. Journal of Counseling Psychology, 36(2), 213–222.
Baker, S. B., Daniels, T. G., & Greeley, A. T. (1990). Systematic training of graduate-level counselors: Narrative and meta-analytic reviews of three major programs. The Counseling Psychologist, 18(3), 355–421.
Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart &Winston.
Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioural change. Advances in Behavior Research and Therapy, 1, 139–161.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Berthelsen, D.C. & Brownlee, J.M. (2007). Working with toddlers in child care. Early Childhood Research Quarterly, 22(3), 347–362.
*Bolger, J. (2008). Video feedback and its impact on the development of communication skills within social work education. Aberdeen, UK: Robert Gordon University.
Borenstein, M. (2009). Effect sizes for continuous data. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (pp. 221–235). New York: Russell Sage Foundation.
Borg, W. R. (1972). The minicourse as a vehicle for changing teacher behaviour: A three-year follow-up. Journal of Educational Psychology, 63(6), 572–579.
Borg, W. R., Kelley, M. L., Langer, P., & Gall, M. D. (1970). The mini course; A microteaching approach to teacher education. Beverly Hills, CA: Macmillan.
Brinko, K. T. (1993). The practice of giving feedback to improve teaching. Journal of Higher Education, 64(5), 574–593.
Brown, J. A., & Kameen, M. C. (1975). Changing teacher competence perceptions by focused video-tape feedback. (ERIC Document Reproduction Services No. ED110896).
Bryk, A. S., & Raudenbush, S. W. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
Caris-Verhallen, W. M. C. M., Kerkstra, A., Bensing, J. M., & Grypdonck, M. H. F. (2000). Effects of video interaction analysis training on nurse-patient communication in the care of the elderly. Patient Education and Counseling, 39, 91–103.
Cassata, D. M., & Clements, P. W. (1978). Teaching communication skills trough videotape feedback: A rural health program. Bioscience Communications, 4, 39–50.
Cassata, D. M., Conroe, R. M., & Clements, P. W. (1977). A program for enhancing medical interviewing using video-tape feedback in the family practice residency. The Journal of Family Practice, 4(4), 673–677.
Cassata, D. M., Harris, I. B., Bland, C. J., & Ronning, G. F. (1976). A systematic approach to curriculum design in a medical school interview course. Journal of Medical Education, 51, 939–942.
Cegala, D. J., & Broz, S. L. (2002). Physician communication skills training: A review of theoretical backgrounds, objectives and skills. Medical Education, 36, 1004–1016.
Chant, S., Jenkinson, T., Randle, J., Rusell, G., & Webb, C. (2002). Communication skills training in the healthcare: A review of the literature. Nurse Education Today, 22, 189–202.
Cooper, J. M., & Allen, D. W. (1970). Microteaching: History and present status. (ERIC Document Reproduction Services No. ED036471).
*Dawson, P.J., Dawson, K.E., & Forness, S.R. (1975). Effect of video feedback on teacher behavior. Journal of Educational Research, 68(5), 197–201.
Derry, S. J., Pea, R. D., Barron, B., Engel, R. A., Erickson, F., Goldman, R., et al. (2010). Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. The Journal of the Learning Sciences, 19, 3–53.
Dowrick, P. W. (1991). Practical guide to using video in the behavorial sciences. New York, NY: Wiley.
Dowrick, P. W. (1999). A review of self modelling and related interventions. Applied & Prevention Psychology, 8, 23–39.
Dowrick, P. (1983). Self-modeling. In P. Dowrick & S. Biggs (Eds.), Using video: Psychological and social applications (pp. 105–124). New York: Wiley.
Duffy, F., Gordon, G. H., Whelan, G., Cole-Kelley, K., & Frankel, R. (2004). Assessing competence in communication and interpersonal skills: The Kalamazoo II Report. Academic Medicine, 79(6), 495–507.
*Elicker, J., Georgescu, O., & Bartsch, E. (2008). Increasing the sensitivity of childcare providers. In F. Juffer, M.J. Bakermans-Kranenburg, & M.H. van IJzendoorn (Eds.), Promoting Positive Parenting (pp. 155–170). New York: Taylor & Francis Group.
*Ellet, L. E., & Smith, E. P. (1975). Improving performance of classroom teachers through videotaping and self-evaluation. AV Communication Review, 23(3), 277–287.
Endo, A. (2008). Intervention to change guidance provided by a teacher in a special education classroom: Feedback to avoid the teacher’s resistance. Japanese Journal of Educational Psychology, 56(1), 116–126.
Engel, I. M., Resnick, P. J., & Levine, S. B. (1976). The use of programmed patients and videotape in teaching medical students to take a sexual history. Journal of Medical Education, 51, 425–427.
Fantuzzo, J., Childs, S., Hampton, V., Ginsburg-Block, M., Coolahan, K. C., & Debnam, D. (1997). Enhancing the quality of early childhood education: A follow-up of an experiential, collaborative training model for Head Start. Early Childhood Research Quarterly, 12, 425–437.
Fantuzzo, J., Childs, S., Stevenson, H., Coolahan, K. C., Ginsburg, M., Gay, K., et al. (1996). The Head Start Teaching Center: An evaluation of an experiential, collaborative training model for Head Start teachers and parent volunteers. Early Childhood Research Quarterly, 11, 79–99.
Ford, J. D. (1979). Research on training therapists and clinicians. Review of Educational Research, 49, 87–130.
Fukkink, R. (2008). Video feedback in widescreen; A meta-analysis of family programs. Clinical Psychology Review, 28(6), 904–916.
Fukkink, R. G., & Tavecchio, L. W. C. (2010). Effects of Video Interaction Guidance on early childhood teachers. Teaching and Teacher Education, 26, 1652–1659.
Fuller, F. F., & Manning, B. A. (1973). Self-confrontation reviewed: A conceptualization for video playback in teacher education. Review of Educational Research, 43(4), 469–528.
Fyffe, A. E., & Oei, T. P. S. (1979). Influence of modelling and feedback provided by the supervisors in a microskills training program for beginning counsellors. Journal of Clinical Psychology, 35(3), 651–656.
Gask, L. (1992). Training general practitioners to detect and manage emotional disorders. International Review of Psychiatry, 4, 293–300.
Gask, L. (1998). Small group interactive techniques utilizing videofeedback. Journal of Psychiatry in Medicine, 28, 97–113.
Gask, L., Goldberg, D., Boardman, J., Craig, T., Goddard, C., Jones, O., et al. (1991). Training general practitioners to teach psychiatric interviewing skills: An evaluation of group training. Medical Education, 25, 444–451.
*Gask, L., Goldberg, D., Porter, R., & Creed, F. (1989). The treatment of somatization: Evaluation of a teaching package with general practice trainees. Journal of Psychosomatic Research, 33(6), 697–703.
Gask, L., McGrath, G., Goldberg, D., & Millar, T. (1987). Improving the psychiatric skills of established general practitioners: Evaluation of group teaching. Medical Education, 21, 362–368.
Ginsburg, C. (1956). A new magnetic video recording system. Journal of Society of Motion Picture and Television, 65, 302–304.
*Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children’s language. American Journal of Speech-Language Pathology, 12, 299–311.
*Girolametto, L., Weitzman, E., & Greenberg, J. (2004). The effects of verbal support strategies on small-group peer interactions. Language, Speech, and Hearing Services in Schools, 35, 254–268.
*Goldberg, D. P., Steele, J. J., Smith, C., & Spivey, L. (1980). Training family doctors to recognise psychiatric illness with increased accuracy. The Lancet, 316, 521–523.
Hargie, O. (2006). Training in communication skills: Research, theory and practice. In O. Hargie (Ed.), The handbook of communication skills (3rd ed., pp. 551–565). London, UK: Routledge.
Hargie, O., & Dickson, D. (2004). Skilled interpersonal communication; Research, theory and practice (4th ed.). London, UK: Routledge.
Hargie, O., Saunders, C., & Dickson, D. (1983). Social skills in interpersonal communication. Hoboken, NJ: Wiley.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Hays, V. (1976). Extinguishing ineffective communication behavior: An innovative video-tape-feedback procedure. Behavioral Engineering, 3(3), 80.
Hehr, W. (1981). Fokussiertes Videofeedback und der Selbstwahrnehmungsprozeβ [Focused video feedback and the self-observation process]. Zeitschrift für experimentelle und angewandte Psychologie, 28(1), 130–159.
Hill, C. E., & Lent, R. W. (2006). A narrative and meta-analytic review of helping skills training: Time to review a dormant area of inquiry. Psychotherapy: Theory, Research, Practice, Training, 43, 154–172.
Hosford, R. E. (1980). Self-as-a-model: A cognitive, social-learning technique. Counseling Psychology, 9(1), 45–62.
Hosford, R. E., & Johnson, M. E. (1983). A comparison of self-observation, self-modeling, and practice without video-feedback for improving counselor interviewing behaviors. Counselor Education and Supervision, 23(1), 62–70.
*Hosford, R. E., & Mills, M. E. (1983). Video in social skills training. In P. W. Dowrick & S. J. Biggs (Eds.), Using video; Psychological and social applications (pp. 125–149). Hoboken: Wiley.
Hougham, P. (1992). Improving student teachers’ strategies for asking a range of both high and low level questions through video evaluations. (ERIC Document Reproduction Services No. ED349309).
Hox, J. J. (2002). Multilevel Analysis; Techniques and applications. Mahwah, NJ: Lawrence Erlbaum Associates.
Huhra, R. L., Yamokoski-Maynhart, C. A., & Prieto, L. R. (2008). Reviewing videotape in supervision: A developmental approach. Journal of Counseling and Development, 86, 412–418.
Hulsman, R. L., Harmsen, A. B., & Fabriek, M. (2009). Reflective teaching of medical communication skills with DiViDU: Assessing the level of student reflection on recorded consultations with simulated patients. Patient Education and Counseling, 74, 142–149.
Hulsman, R. L., Ros, W. J. G., Winnubst, J. A. M., & Bensing, J. M. (1999). Teaching clinically experienced physicians communication skills. A review of evaluation studies. Medical Education, 33, 655–668.
Hung, J. H. F., & Rosenthal, T. L. (1981). Therapeutic videotaped playback. In J. L. Fryrear & B. Fleshman (Eds.), Videotherapy in mental health (pp. 5–46). Springfield, IL: Charles C. Thomas.
Ivey, A. E., & Authier, R. J. (1978). Microcounseling; Innovations in interviewing, counseling, psychotherapy and psycho-education. Springfield, Il: Charles C. Thomas.
*Kaye, G., Fortsyth, P., & Simpson, R. (2000). Effective interaction in the classroom—towards a new viewpoint. Educational and Child Psychology, 17(4), 69–90.
Kern, H. J. (1980). Lehrertraining in der Schulpraxis: Erprobung van Trainingstechniken und Evaluationsverfahren [Teacher training in the classroom—Evaluating training-techniques and assessment procedures with the classroom teacher]. Psychologie, Erziehung und Unterrichtung, 27(1), 10–20.
*Kimbrough, S., Davis, J., & Wickersham, L. (2008). The use of video feedback and semi structured interviews for reflection among pre-service teachers. Journal of Education and Human Development, 2(2), 1–12.
*Klein, S. (1999). The effects of the participation of patients with cancer in teaching communication skills to medical undergraduates: A randomised study with follow-up after 2 years. European Journal of Cancer, 35(10), 1448–1456.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.
Kpanja, E. (2001). A study of the effects of video tape recording in microteaching training. Britisch Journal of Educational Technology, 32(4), 483–386.
Kruijver, I. P. M., Kerkstra, A., Francke, A. L. F., Bensing, J. M., & van de Wiel, H. B. M. (2000). Evaluation of communication training programs in nursing care: A review of the literature. Patient Education and Counseling, 39, 129–145.
Kurtz, P. D., Marshall, E. K., & Banspach, S. W. (1985). Interpersonal skill-training research: A 12-year review and analysis. Counselor Education and Supervision, 24(3), 249–263.
Kurtz, S., Silverman, J., & Draper, J. (2005). Teaching and learning communication skills in medicine. Oxford, UK: Radcliffe Publishing.
Levinson, W., & Roter, D. (1993). The effects of two continuing medical education programs on communication skills of practicing primary care physicians. Journal of General Internal Medicine, 8, 318–324.
MacLeod, G. (1987). Microteaching: End of a research era? International Journal of Educational Research, 11(5), 531–541.
*Maguire, P., Fairbairn, S., & Fletcher, C. (1986). Consultation skills of young doctors: I—Benefits of feedback training in interviewing as students persist. British Medical Journal, 292, 1573–1576.
*Maguire, P., Roe, P., Goldberg, D., Jones, S., Hyde, C., & O’Dowd, T. (1978). The value of feedback in teaching interviewing skills to medical students. Psychological Medicine, 8, 695–704.
Marita, P., Leena, L., & Tarja, K. (1999). Nurses’ self-reflection via videotaping to improve communication skills in health counseling. Patient Education and Counseling, 36, 3–11.
Martin-Reynolds, J. (1980). The effects of a self-evaluation model on the focus reaction of student-teachers during split-screen videotape-feedback. Journal of Educational Research, 73(6), 360–364.
*McCormick, D. P., Rassin, G. M., Stroup-Benham, C. A., Baldwin, C. D., Levine, H.G., Persaud, D. I., & Wolf, W. J. (1993). Use of videotaping to evaluate pediatric resident performance of health supervision examinations of infants. Pediatrics, 92(1), 116–120.
McKnight, P. C. (1980). Microteaching: Development from 1968 to 1978. Journal of Education for Teaching, 6(3), 214–227.
Morris, S. B., & DeShon, R. P. (2002). Combining effect sizes estimates in meta-analysis with repeated measures and independent-groups designs. Psychological Methods, 7(1), 105–125.
Napper-Owen, G. E., & Phillips, D. A. (1995). A qualitative analysis of the impact of induction assistance on first-year physical educators. Journal of Teaching in Physical Education, 14, 305–327.
Perlberg, A. (1983). When professors confront themselves: Towards a theoretical conceptualization of video self-confrontation in higher education. Higher Education, 12(6), 633–663.
Quigley, B. L., & Nyquist, J. D. (1992). Using video technology to provide feedback to students in performance courses. Communication Education, 41, 324–334.
Raudenbusch, S. W. (2009). Analyzing effect sizes: Random-effects models. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (2nd ed., pp. 295–315). New York: Russell Sage Foundation.
*Razavi, D., Delvaux, N., Marchal, S., Bredart, A., Farvacques, C., & Paesmans, M. (1993). The effects of a 24-h psychological training program on attitudes, communication skills, and occupational stress in oncology: a randomised study. European Journal of Cancer, 29A(13), 1858–1863.
Romans, J. S. C., Boswell, D. L., Carlozzi, A. F., & Ferguson, D. B. (1995). Training supervision practices in clinical, counseling and school psychology programs. Professional Psychology: Research and Practice, 26(4), 407–412.
*Roter, D. L., Larson, S., Shinitzky, H., Chernoff, R., Serwint, J. R., Adamo, G., & Wissow, L. (2004). Use of innovative video feedback technique to enhance communication skills training. Medical Education, 38, 145–157.
*Scheidt, P. C., Lazoritz, S., Ebbeling, W. L., Figelman, A. R., Moessner, H. F., & Singer, J. E. (1986). Evaluation of system providing feedback to students on videotaped patient encounters. Journal of Medical Education, 61, 585–590.
*Schlundt, D. G., Quesenberry, L., Pichert, J. W., Lorenz, R. A., & Boswell, E. J. (1994). Evaluation of a training program for improving adherence promotion skills. Patient Education and Counseling, 24, 165–173.
Schmidt, D. D., & Messner, E. (1977). The use of videotape-techniques in the psychiatric training of family physicians. The Journal of Family Practice, 5(4), 585–588.
*Schmitz, R. A. (1975). Erprobung eines Lehrertrainings durch Micro-Teaching [Evaluation of a teacher training using micro-teaching]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 7(3), 203–213.
Schoonover, S. C., Bassuk, E. L., Smith, R., & Gaskill, D. (1983). The use of videotape programs to teach interpersonal skills. Journal of Medical Education, 58, 804–810.
Scott, J. P., Sollie, D. L., & Duffey, N. (1983). Teaching communication skills with videomodeling and videofeedback in the university classroom. Home Economics Research Journal, 12(1), 17–24.
Sherin, M. G. (2004). New perspectives on the role of video on teacher education. In J. Brophy (Ed.), Using video in teacher education (pp. 1–27). Oxford, UK: Elsevier.
Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37.
Shernoff, E. S., & Kratochwill, T. R. (2007). Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables. School Psychology Quarterly, 22(3), 449–472.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Silverman, J., Kurtz, S., & Draper, J. (2005). Skills for communicating with patients (2nd ed.). Abingdon, UK: Radcliffe Publishing.
Sliwa, J. A., Makoul, G., & Betts, H. (2002). Rehabilitation-specific communication skills training: Improving the physician patient relationship. American Journal of Physical Medicine & Rehabilitation, 81(2), 126–132.
Sollie, D. L., & Scott, J. P. (1983). Teaching communication skills: A comparison of videotape feedback methods. Family Relations, 32, 503–511.
Sorenson, R. L., & Pickett, T. A. (1986). A test of two teaching strategies designed to improve interview effectiveness: Rating behavior and videotaped feedback. Communication Education, 35, 13–22.
Speidel, G. E., & Tharp, R. G. (1978). Teacher-training workshop strategy: Instructions, discrimination training, modeling, guided practice, and video feedback. Behavior Therapy, 9, 735–739.
Star, B. (1977). The effects of videotape self-image confrontation on helping perceptions. Journal of Education for Social Work, 13(2), 114–119.
Star, B. (1979). Exploring the boundaries of videotape self-confrontation. Journal of Education for Social Work, 15(1), 87–94.
Star, J. R., & Strickland, S. K. (2008). Learning to observe; Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107–125.
Tan, A. L., & Towndrow, P. A. (2009). Catalyzing student-teacher interactions and teacher learning in science practical formative assessment with digital video technology. Teaching and Teacher Education, 25, 61–67.
Thelen, M. H., & Lasoski, M. C. (1980). The separate and combined effects of focusing information and videotape self-confrontation feedback. Journal of Behavior Therapy and Experimental Psychiatry, 11, 173–178.
*Van Dulmen, M. A., & Holl, R. A. (2000). Effects of continuing pediatric education in interpersonal communication skills. European Journal of Pediatrics, 159, 489–495.
*Van Dulmen, M. A., & van Weert, J. C. M. (2001). Effects of gynaecological education on interpersonal communication skills. British Journal of Obstetrics and Gynaecology, 108, 485–491.
Vassilas, C., & Ho, L. (2000). Video for teaching purposes. Advances in Psychiatric Treatment, 6, 304–311.
*Verby, J., Davis, R. H., & Holden, P. (1980). A study of the interviewing skills of trainee assistants in general practice. Patient Counseling and Health Education, 2(2), 68–71.
Verby, J., Holden, P., & Davis, R. H. (1979). Peer review of consultations in primary care: The use of audiovisual recordings. British Medical Journal, 1, 1686–1688.
White, P., & Poppen, W. (1979). Videotape playback: Analysis of a new technique for counseling. Psychotherapy: Theory, Research and Practice, 16(1), 86–90.
*Williams, J. H. (1975). Training in interaction analysis as a means of staff development for master teachers, classroom teachers and paraprofessionals. (ERIC Document Reproduction Service No. ED113343).
*Wilson, S. H. (1975). Determining of two differential self-modeling techniques on the acquisition of appropriate counseling behaviors of counselor trainees. Knoxville: University of Tennessee
*Yusuf, M. O. (2006). Influence of video and audiotapes feedback modes on student teachers’ performance. Malaysian Online Journal of Instructional Technology, 3(1), 29–35.
Zick, A., Granieri, M., & Makoul, G. (2007). First-year medical students’ assessment if their own communication skills: A video-based, open-ended approach. Patient Education and Counseling, 68, 161–166.
Zimmerman, L., Amodeo, M., Fassler, I., Ellis, M., & Clay, C. (2003). Training team leaders in a child welfare setting using the SPIN leadership guidance model. Children and Youth Services Review, 25(11), 891–910.