Evaluating Video Models of Evidence-Based Instructional Practices to Enhance Teacher Learning-Reference-Cited by-同舟云学术

Evaluating Video Models of Evidence-Based Instructional Practices to Enhance Teacher Learning

Published:2009-04-07 Issue:2 Volume:32 Page:180-196
ISSN:0888-4064
Container-title:Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
language:en
Short-container-title:Teacher Education and Special Education

Author:

Dieker Lisa A.¹,Lane Holly B.²,Allsopp David H.³,O'Brien Chris⁴,Butler Tyran Wright²,Kyger Maggie⁵,Lovin LouAnn⁵,Fenty Nicole S.⁶

Affiliation:

1. University of Central Florida

2. University of Florida

3. University of South Florida

4. University of North Carolina-Charlotte

5. James Madison University

6. University of Louisville

Abstract

A process was developed to create Web-based video models of effective instructional practices for use in teacher education settings. Three video models, created at three university sites, demonstrated exemplary implementation of specific, evidence-based strategies in reading, math, and science. Video models of strategies were field tested with preservice and practicing teachers working with diverse student populations. The authors provide an explanation of the video development process and present field-test data that demonstrate the influence of video modeling on teacher learning.

Publisher

SAGE Publications

Subject

Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/0888406409334202

Reference42 articles.

1. Effects of Videocase Construction on Preservice Teachers' Observations of Teaching

2. Bransford, J.D., Sherwood, R.D., Hasselbring, T.S., Kinzer, C.K. & Williams, S.M. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Sprio (Eds.), Cognition, education and multimedia (pp. 115-141). Hillsdale, NJ: Lawrence Erlbaum.

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