The Video Viewing Task: A source of information for assessing and addressing teacher understanding of text-based discussion

Video viewing in teacher education and professional development: A literature review

“…PTs are usually asked to (a) videotape their lessons, (b) watch the video in order to select and edit video clips focused on critical incidents, (c) analyze the clips through a written reflection, and (d) post the clips on the PTs' electronic portfolio or a learning management system. Video annotation can also work with peer video (Fadde & Sullivan, 2013) or unknown teacher's video (Kucan, Palincsar, Khasnabis, & Chang, 2009). Nevertheless, the comparative study of Fadde and Sullivan (2013) has shown that these sophisticated methods of video annotation seem more beneficial for late-stage PTs than for early-stage PTs.…”

Teachers’ Knowledge About Early Reading: Effects on Students’ Gains in Reading Achievement

“…Thus, we see a need for further exploration of ways to assess critical aspects of knowledge about reading. For example, one group of researchers has been investigating teachers' specialized knowledge for assisting students in understanding written texts, using a "video-viewing" task (Kucan, Palincsar, Khasnabis, & Chang, 2009).…”

Automatically Measuring Question Authenticity in Real-World Classrooms

“…Currently, transcripts and video from preservice teachers’ own classrooms provide data for them to use in analyzing their classroom discourse and in investigating the effectiveness of experiments to improve their discourse. Observational tools also provide structure and focus as their supervisors assess teacher learning evident in instructional samples (Caughlan, Juzwik, Borsheim-Black, Kelly, & Fine, 2013; Kersting, Givvin, Thompson, Santagata, & Stigler, 2012; Kucan, 2007; Kucan, Palincsar, Khasnabis, & Chang, 2009; Rosemary, Freppon, & Kinnucan-Welsch, 2002; Roskos, Boehlen, & Walker, 2000). Teachers who participate in structured analysis of their own and others’ practice experience growth in pedagogical reasoning; in particular, their analyses become more evidence-based and focused on student thinking and learning (Armstrong & Curran, 2006; Sherin & Han, 2004).…”