Further exploration of the classroom video analysis (CVA) instrument as a measure of usable knowledge for teaching mathematics: taking a knowledge system perspective

Kersting, Nicole; Sutton, Taliesin; Kalinec-Craig, Crystal; Stoehr, Kathleen Jablon; Heshmati, Saeideh; Lozano, Guadalupe; Stigler, James W.

doi:10.1007/s11858-015-0733-0

Cited by 32 publications

(30 citation statements)

References 33 publications

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“…To do so, teachers require a professional knowledge base, which allows them to connect student cues to underlying student characteristics (Funder, 1995(Funder, , 2012Meschede et al, 2017). In this sense, successful judgment processes represent an applied form of professional knowledge of teachers (Jacobs et al, 2010;Stürmer et al, 2013;Kersting et al, 2016;Lachner et al, 2016). Therefore, the lens model provides a suitable framework for the investigation of teachers' behavioral and cognitive activities in the process of accurately judging latent, and not directly observable, student profiles (Nestler and Back, 2013;Förster and Böhmer, 2017;Praetorius et al, 2017;Loibl et al, 2020).…”

Section: Teachers' Process For Judging Student Characteristic Profilesmentioning

confidence: 99%

Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics

2020

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Teachers' ability to assess student cognitive and motivational-affective characteristics is a requirement to support individual students with adaptive teaching. However, teachers have difficulty in assessing the diversity among their students in terms of the intra-individual combinations of these characteristics in student profiles. Reasons for this challenge are assumed to lie in the behavioral and cognitive activities behind judgment processes. Particularly, the observation and utilization of diagnostic student cues, such as student engagement, might be an important factor. Hence, we investigated how student teachers with high and low judgment accuracy differ with regard to their eye movements as a behavioral and utilization of student cues as a cognitive activity. Forty-three participating student teachers observed a video vignette showing parts of a mathematics lesson to assess student characteristics of five target students, and reported which cues they used to form their judgment. Meanwhile, eye movements were tracked. Student teachers showed substantial diversity in their judgment accuracy. Those with a high judgment accuracy showed slight tendencies toward a more “experienced” pattern of eye movements with a higher number of fixations and shorter average fixation duration. Although all participants favored diagnostic student cues for their assessments, an epistemic network analysis indicated that student teachers with a high judgment accuracy utilized combinations of diagnostic student cues that clearly pointed to specific student profiles. Those with a low judgment accuracy had difficulty using distinct combinations of diagnostic cues. Findings highlight the power of behavioral and cognitive activities in judgment processes for explaining teacher performance of judgment accuracy.

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Section: Teachers' Process For Judging Student Characteristic Profilesmentioning

confidence: 99%

Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics

2020

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“…Video can be used to reduce the inputs that teachers must filter. In fact, Kersting et al (2016) noted that analyzing videos is not the same as analyzing an actual classroom because of the reduced complexity. Questions remain about the reduction of complexity in videos versus live classrooms and how this complexity varies across different videos.…”

Section: Video Complexity and Noticingmentioning

confidence: 99%

Video Complexity: Describing Videos Used for Teacher Learning

Amador

Keehr

Wallin

et al. 2020

EURASIA J MATH SCI T

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Video is a common tool to support teacher learning, as it provides opportunity for reflection on teaching practices. Video clubs are one professional learning experience that integrates video, providing teachers an opportunity to collaboratively discuss videos from their teaching. However, few research studies have focused on the characteristics of videos used for teacher learning. We engaged teachers in a video club over the course of an academic year and analyzed the relationships between the videos teachers discussed and the complexity of the videos. Findings indicate teachers were less likely to select videos with higher complexity for discussion; however, they commonly discussed videos that included multiple participation structures for students. Teachers also discussed videos that included teacher questioning and scaffolding, student misconceptions, and those in which student thinking initially seemed inflexible. We provide the Video Complexity Framework for teacher educators and researchers to use to describe the complexity of the videos in teacher education.

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“…But these general claims turn out to be specifically about a rather limited scope of classroom management and pedagogical content knowledge, namely whether the students were clear about classroom 'rules' and how they expressed their sense of the teacher's 'with-it-ness'. Kersting et al (2016) present evidence for a functioning knowledge system that they believe can be tested systematically on large numbers of teachers, based on scores assigned to teachers' responses to video clips of teaching of a range of topics. Curiously, aggregation of the scores appears to be more stable than the range of variation associated with individual clips.…”

Section: What Do the Papers Contribute To The Original Questions?mentioning

confidence: 99%

“…Thus instead of classifying and judging teacher competencies, I would prefer to use the insights gained in these papers and in others as part of an on-going development process in which all teachers, educators and researchers are together engaged. Hoth et al (2016b) encountered wide variation in the judgements of a range of experts when viewing video recordings of mathematics classrooms, and Kersting et al (2016) encountered considerable variation in the way that teachers perceived and interpreted what they saw in video clips of teaching across a range of mathematical topics. More subtly, variation was larger when more inferences being called upon, rather than simply on direct observation.…”

Section: Q3 How Do the Different Facets Of Teachermentioning

confidence: 99%

“…But this conjecture seems itself to depend on a rationalist stance concerning teacher epistemology and choice making. Kersting et al (2016) made use of a particular form of teaching evaluation from video-recordings of some lessons, together with a collection of questions to be addressed by teachers. Their statistical studies did not permit them to assert that teachers' scores on their instrument actually measure useable knowledge as a functional system.…”

Section: Overall Issues and Concernsmentioning

confidence: 99%

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Perception, interpretation and decision making: understanding gaps between competence and performance—a commentary

Mason

2016

ZDM Mathematics Education

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perspectives are combined or are the connecting processes examined. There is an urgent need for methodologically innovative studies that examine competent teaching under controlled conditions and with sample sizes sufficient for multivariate and multidimensional analyses. Such laboratory-like data could provide important information on the internal structure of teacher competence and the many steps mediating the transformation of competence into performance.The four research questions intended to guide the papers in this special issue are as follows Q1. How do teachers who possess all of the resources belonging to professional competence integrate these, such that the underlying competence emerges in performance? Q2. What is the internal structure of teacher competence? Is it organized into domain-specific components or are there other organizing principles governing its structure? Q3. How do the different facets of teacher competence play out in the classroom? Do the teacher's observable acts relate differently to the cognitive, affective, or motivational-volitional characteristics? Q4. Is teacher competence directly predictive of student achievement? Or are other processes and context-conditions mediating the transformation of competence into performance so that an indirect model is better suited to depict the relationship? I begin by considering the contributions of the papers to addressing these questions, in their own terms. I then consider some underlying assumptions, both to the original questions and to the research reported in the papers, which leads me to address the connection between researchers' Abstract This papers comments on the contributions of ZDM Mathematics Education dedicated to the theme "Perception, interpretation and decision making: understanding the missing link between competence and performance". The papers within this issue are brought together under the perspective of the stated aims of this issue, and then questions are raised about assumptions underlying methods of the studies and the overall enterprise. It becomes clear that teacher competence is a shining example of how in mathematics education both researchers and teachers need to develop a shared approach to negotiating meaning of terms used partly technically so that the use of the same terms for different things and different terms for essentially the same thing is reduced. The commentary aims to contribute to a joint understanding of the concepts used, so that researchers can communicate effectively with each other and so that their findings can support teacher development.

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Further exploration of the classroom video analysis (CVA) instrument as a measure of usable knowledge for teaching mathematics: taking a knowledge system perspective

Cited by 32 publications

References 33 publications

Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics

Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics

Video Complexity: Describing Videos Used for Teacher Learning

Perception, interpretation and decision making: understanding gaps between competence and performance—a commentary

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