Methodological contributions to video-based studies of classroom teaching and learning: a commentary
- 848 Downloads
In the past decade, there has been important progress in the development and validation of video-based instruments that enable the systematic assessment of teaching competence with large samples of teachers, across multiple settings and populations, and by researchers other than the developers. This commentary focuses on the methodological contributions represented by the set of articles in this special issue. Several articles report on the development and psychometric properties of innovative ways to measure aspects of the relationship between teaching competence and performance including components of competence, contextual resources for decisions and actions, and knowledge-in-use or accessible knowledge. Others report empirical investigations of the relationships among components of the competence continuum. Still others consider conceptual and methodological challenges in studying instructional competence and performance. This commentary highlights the ways in which the research reported in the articles moves the field forward, providing the community of educational scholars and practitioners with a more nuanced look at the complex constructs of competence and performance.
KeywordsPedagogical Content Knowledge Student Thinking Mathematics Content Knowledge Teaching Move Responsive Teaching
- Brophy, J. (Ed.) (2004). Advances in research on teaching: Vol. 10. Using video in teacher education. Oxford: Elsevier.Google Scholar
- Chazan, D., & Herbst, P. (2012). Animations of classroom interaction: Expanding the boundaries of video records of practice. Teachers’ College Record, 114(3), 1–34.Google Scholar
- Dyer, E. B., & Sherin, M. G. (2016). Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics. ZDM Mathematics Education, 48(1–2). doi: 10.1007/s11858-015-0740-1.
- Herbst, P., & Chazan, D. (2011). Research on practical rationality: Studying the justification of actions in mathematics teaching. The Mathematics Enthusiast, 8(3), 405–462.Google Scholar
- Herbst, P., Chazan, D., Kosko, K. W., Dimmel, J., & Erickson, A. (2016). Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations. ZDM Mathematics Education, 48(1–2) (this issue).Google Scholar
- Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking “Pedagogical Content Knowledge”. Journal for Research in Mathematics Education, 39, 372–400.Google Scholar
- Hoth, J., Döhrmann, M., Kaiser, G., Busse, A., König, J., & Blömeke, S. (2016a). Diagnostic competence of primary school mathematics teachers during classroom situations. ZDM Mathematics Education, 48(1–2). doi: 10.1007/s11858-016-0759-y.
- Hoth, J., Schwarz, B., Kaiser, G., Busse, A., König, J., & Blömeke, S. (2016b). Uncovering predictors of disagreement: Ensuring the quality of expert ratings. ZDM Mathematics Education, 48(1–2). doi: 10.1007/s11858-016-0758-z.
- Jacobs, V. R., & Empson, S. B. (2016). Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves. ZDM Mathematics Education, 48(1–2). doi: 10.1007/s11858-015-0717-0.
- Kersting, N. B., Sutton, T., Kalinec-Craig, C., Jablon Stoehr, K., Heshmati, S., Lozano, G., & Stigler, J. W. (2016). Further exploration of the classroom video analysis (CVA) instrument as a measure of usable knowledge for teaching mathematics: taking a knowledge system perspective. ZDM Mathematics Education, 48(1–2). doi: 10.1007/s11858-015-0733-0.
- König, J., & Kramer, C. (2016). Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME). ZDM Mathematics Education, 48(1–2). doi: 10.1007/s11858-015-0705-4.
- Santagata, R., & Yeh, C. (2016). The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM Mathematics Education, 48(1–2). doi: 10.1007/s11858-015-0737-9.
- Sherin, M. G., Russ, R. S., & Colestock, A. A. (2011). Accessing mathematics teachers’ in-the-moment noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 79–94). New York: Routledge.Google Scholar
- Solano-Flores, G. (2014). Probabilistic approaches to examining linguistic features of test items and their effect on the performance of English language learners. Applied Measurement in Education. 27(4), 236–247 (Special issue: Levels of Analysis in the Assessment of Linguistic Minorities. Guest editors: Kadriye Ercikan & Guillermo Solano-Flores). Google Scholar
- Solano-Flores, G., & Wang, C. (2015). Complexity of illustrations in PISA-2009 science items and its relationship to the performance of students from Shanghai-China, the United States, and Mexico. Teachers College Record, 117(1), 1–18. http://www.tcrecord.org. ID Number: 17725.