Differential Effects of Video Analysis for Special Educators Related to Intervention Characteristics, Dependent Variables, and Student Outcomes: A Meta-Analysis of Single-Case Research

Abstract

Video analysis is effective for changing the instructional practices of a variety of special educators in different settings and contexts; however, questions remain regarding whether (a) intervention characteristics moderate the results, (b) effects are differentiated by type of dependent variable, and (c) student outcomes improve when video analysis is used to improve educators’ skills. This meta-analysis reports the overall impact that video analysis has on student outcomes as well as the differential impact on special educator outcomes by dependent variable and implementation variables (i.e., length of videos, number of intervention videos, primary evaluator, and timing of feedback). A total of 30 publications reported outcomes for special education preservice teachers, in-service teachers, and paraprofessionals; of these, 12 publications reported student outcomes. Results are positive and indicate that video analysis is effective for improving student outcomes and that it can be successfully implemented in a variety of ways.

Examining the Use of Video Analysis on Teacher Instruction and Teacher Outcomes

“…This study replicates and extends the systematic review search procedures and the design quality coding variables used in the following meta-analysis: The Use of Video Analysis to Change Special Educators' Instructional Practices: A Single-Case Study and Meta-Analysis (Morin, 2017). However, this study deviates from Morin's (2017) statistical procedures that employed a Tau-U omnibus effect size (ES) across multiple studies to determine a moderator effect.…”

“…There are a range of training methods (e.g., professional development, coaching, consultation), but this review focuses on video analysis. Video analysis is a promising practice commonly used for developing teacher skills through video technology (Morin et al, 2019(Morin et al, , 2021Nagro & Cornelius, 2013). Video analysis is a sequence of three main components: video recording, video review, and analysis of teaching behaviors 1133773S EDXXX10.…”

Promoting Reflective Ability Through a Comprehensive Field Experience That Combined Video Analysis and Bug-In-Ear Coaching

“…The length of each instructional episode was determined by what was developmentally appropriate for students. In a systematic review of 60 single case research studies, Morin and colleagues (2019) documented the positive effects of reviewing and reflecting on video-recorded lessons (i.e., video analysis) regardless of video length and concluded length of video did not have a mediating effect on changes in teacher knowledge, teacher performance, or student outcomes. Therefore, the emphasis was on capturing the instructional episode from start to finish, not a prescribed length time.…”

“…Reflective practice is often emphasized as important to teacher preparation and specifically to field experiences, but rarely connected to teaching practices directly (see Morin et al, 2019). Much of what is studied during field experiences relates to candidate perceptions, not performance (Nagro & deBettencourt, 2017).…”

Using Simulated Video Analysis to Promote Special Education Teacher Candidates’ Professional Knowledge and Reflective Ability

“…Video analysis, in particular, has been studied across teacher preparation contexts including, but not limited to preparing candidates to use best practices in student engagement (e.g., O’Brien et al, 2020), communication and questioning techniques (e.g., Nagro et al, 2017), and math instruction (e.g., Borko et al, 2008). Video analysis, when embedded within teacher preparation activities, has been shown to promote improved teacher knowledge, reflective ability, teacher performance, and student outcomes (Morin et al, 2019).…”