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- Publisher Website: 10.1080/10508406.2020.1783269
- Scopus: eid_2-s2.0-85088402147
- WOS: WOS:000550554900001
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Article: Efficacy of Video-Based Teacher Professional Development for Increasing Classroom Discourse and Student Learning
Title | Efficacy of Video-Based Teacher Professional Development for Increasing Classroom Discourse and Student Learning |
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Authors | |
Issue Date | 2020 |
Publisher | Lawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.leaonline.com/loi/jls |
Citation | Journal of the Learning Sciences (Forthcoming) How to Cite? |
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 < .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 < .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. |
Persistent Identifier | http://hdl.handle.net/10722/283292 |
ISSN | 2023 Impact Factor: 3.0 2023 SCImago Journal Rankings: 2.105 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Chen, G | - |
dc.contributor.author | Chan, CKK | - |
dc.contributor.author | Chan, KH | - |
dc.contributor.author | Clarke, SN | - |
dc.contributor.author | Resnick, LB | - |
dc.date.accessioned | 2020-06-22T02:54:38Z | - |
dc.date.available | 2020-06-22T02:54:38Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Journal of the Learning Sciences (Forthcoming) | - |
dc.identifier.issn | 1050-8406 | - |
dc.identifier.uri | http://hdl.handle.net/10722/283292 | - |
dc.description.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 < .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 < .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. | - |
dc.language | eng | - |
dc.publisher | Lawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.leaonline.com/loi/jls | - |
dc.relation.ispartof | Journal of the Learning Sciences | - |
dc.rights | Preprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI]. | - |
dc.title | Efficacy of Video-Based Teacher Professional Development for Increasing Classroom Discourse and Student Learning | - |
dc.type | Article | - |
dc.identifier.email | Chen, G: gwchen@hku.hk | - |
dc.identifier.email | Chan, CKK: ckkchan@hku.hk | - |
dc.identifier.email | Chan, KH: ckhhku@hku.hk | - |
dc.identifier.authority | Chen, G=rp01874 | - |
dc.identifier.authority | Chan, CKK=rp00891 | - |
dc.identifier.authority | Chan, KH=rp02094 | - |
dc.identifier.doi | 10.1080/10508406.2020.1783269 | - |
dc.identifier.scopus | eid_2-s2.0-85088402147 | - |
dc.identifier.hkuros | 310469 | - |
dc.identifier.isi | WOS:000550554900001 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 1050-8406 | - |