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Video is commonly used in teacher preparation programs. Teacher educators use video for various purposes. In this study, we describe the Learning to Learn from Mathematics Teaching project. In this project, video is used to develop pre-service teachers' (PSTs) orientations, knowledge and skills for analyzing and reflecting on mathematics teaching in ways that generate knowledge for improvement. We discuss the ways we have used video in a course aimed at developing elementary PSTs' abilities to learn from teaching. In addition, we report on a study that investigated PSTs' changes in lesson analysis abilities as a result of participating in the course.

This study investigates the impact of an observation framework on preservice teachers’ abilities to engage in productive video-based reflections on mathematics teaching. The Lesson Analysis Framework draws from research on expert—novice teacher differences. Its central element is the analysis of the impact of teachers’ instructional decisions on students’ learning of mathematics. Through an experimental design, the effects of this framework on preservice teachers’ abilities to reflect on teaching are compared to the effects of an alternative framework focused on the evaluation of separate elements of instruction. Findings suggest that the Lesson Analysis Framework facilitates preservice teachers’ learning to elaborate on what they observe and to propose alternative teaching strategies. In addition, the framework provides a structure for evidence-based evaluation of observed instruction.

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In order to examine the cross-cultural consistency of several patterns of couple communication, 363 participants from four different countries (Brazil, Italy, Taiwan, and the United States) completed self-report measures about communication and satisfaction in their romantic relationships. Across countries, constructive communication was positively associated with relationship satisfaction, whereas demand/withdraw communication was negatively associated with relationship satisfaction. Woman demand/ man withdraw communication was significantly more likely than man demand/woman withdraw communication. Also, some evidence suggested women wanted greater closeness versus independence in their relationships than did men.