Effectiveness of Interactive Video Instruction on Teacher’s Classroom Management Declarative Knowledge

Abstract

Few teaching areas receive greater attention by administrators than classroom management and discipline. Given the importance of managerial skills, how do teachers develop the pedagogical content knowledge and skill to assist in the appropriate selection and application of management techniques? This study was designed to compare the Interactive Video Classroom Management Training Program (IVCMTP), a teacher-directed videotape, and a traditional lecture instructional mode for instructional effectiveness in developing teaching candidates’ declarative knowledge of classroom management. ANCOVA indicated significant group effects (p < .05). Post hoc procedures revealed that the interactive video instruction program group scored significantly higher on a cognitive managerial assessment instrument than the teacher-directed video instruction group, the teacher-directed instruction group, or the control group. An interactive video training program appears to be an effective means for developing classroom management knowledge when compared to more traditional teaching methods.

Examining elementary preservice teachers’ perspectives concerning curriculum themes for video case integration

“…Preservice teachers' engagement is supported by the use of contrasting episodes that encourage situated reflection and discussion allowing for a deeper analysis of teaching (Abell et al 1996;Copeland and Decker 1996;Nowaczyk et al 1998). Such interactive use of video has been shown to benefit students' knowledge attainment including achievement on knowledge tests (Kim et al 1998;Langone et al 1998;Sariscsany and Pettigrew 1997). Moreover, it has a positive impact on the development of higher-order thinking skills and teaching performance categories (Barron and Goldman 1994).…”

Using "Teacher Moments" as an Online Practice Space for Parent-Teacher Conference Simulation in Preservice Teacher Education

“…Research has shown that interactive multimedia technologies can be used to effectively facilitate practice-based pedagogies in teacher education without the earlier mentioned disadvantages of video cases and micro-teaching [46] [10]. An interactive multimedia system is "any computer-delivered electronic system that allows the user to control, combine, and manipulate different types of media, such as text, sound, video, computer graphics, and animation" [5].…”

“…Some of the expected benefits of an interactive multimedia simulation are that it should get students to focus on specific problems of teacher practice and also get them to challenge and reflect on their own pedagogical skills [46] [10]. For these reasons,…”

The Teacher Development in Physical Education: A Review of the Literature

“…The influence of school culture on a teacher's change process was the focus of the two studies conducted by Rovegno and Bandhauer (1997b) as well as Pope and O'Sullivan (1998), wherein five school norms were identified as having a positive impact on a teacher's change process in this study: a) the school philosophy; b) teacher learning; c)teacher participator power and responsibility; d) continual school improvement; and; e) the tendency "to feel that we can do anything" (p.407). Meanwhile, students' needs and new technology motivated teachers to seek professional development experience (Henninger, 2007;Pierre,1998;Sariscsany and Pettigrew, 1997 ;Pissanos and Allison, 1996;), especially new technology such as video and computer were shown to be more effective for teacher development than traditional instruments. Thus they all are enhancing factors for teacher change.…”

“…In-service teachers Henninger (2007); Pissanos and Allison (1996); Bechtel and O'Sullivan (2007) ;Stroot, Collier, O'Sulliva and England (1994) Students behavior, beliefs and background, students' needs Henninger (2007); Pissanos and Allison (1996) District policy (negative) Bechtel and O'Sullivan (2007) School culture Rovegno and Bandhauer (1997b); Pope and O'Sullivan (1998) Statues of physical education (negative) Pissanos and Allison (1996); Bechtel and O'Sullivan (2007) Working place condition Doutis andWard (1999); Stroot et al (1994) Technology (computer science and video) Pierre (1998); Sariscsany and Pettigrew (1997) The assistance of clinical teachers Pre-service teachers Rikard and Knight (1997);Graber (1995) Culture and social difference Light and Tan (2006) …”