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

Dieker, Lisa; Lane, Holly B.; Allsopp, David; O'Brien, Chris; Butler, Tyran; Kyger, Maggie; Lovin, LouAnn H.; Fenty, Nicole S.

doi:10.1177/0888406409334202

Cited by 47 publications

(35 citation statements)

References 20 publications

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“…Some of the television channels were particularly designed to manifest and display these kinds of pre-recorded videos. Video technology also can include VHS tapes, DVDs, and streamed video from Skype, Teacher Tube, You Tube, Webcams, and Adobe Connect (Diecker, Lane, Allsopp, O'Brie, Kyg, & Butler, 2009). Interactive video games can be used as a teaching tool in higher education institutes as well (White, 2009).…”

Section: Video and Audio Optionmentioning

confidence: 99%

The Effect of Virtual Language Learning Method on Writing Ability of Iranian Intermediate EFL Learners

Khoshsima

Sayadi²

2016

ALLS

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This study aimed at investigating the effect of virtual language learning method on Iranian intermediate EFL learners writing ability. The study was conducted with 20 English Translation students at Chabahar Maritime University who were assigned into two groups, control and experimental, after ensuring of their homogeneity by administering a TOEFL proficiency. The participants of the experimental group received virtual learning i.e. sending PowerPoint through their e-mails. The participants of the experimental group did not have to attend the classes, however they had to study the PowerPoint and send the assigned task on the mentioned deadline. A writing posttest was administered to find the impacts of both methods. A paired sample t-test and an independent sample t-test were run to analyze the posttest scores using SPSS. The findings of the study indicated that both groups showed some improvements in terms of their writing ability since the obtained p value of both groups were 0.000 which is smaller than 0.05. However using virtual method appeared to be a more fruitful tool since the mean score of the experimental group (12.75) was much higher than the mean score of the control group (9.8).

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Section: Video and Audio Optionmentioning

confidence: 99%

The Effect of Virtual Language Learning Method on Writing Ability of Iranian Intermediate EFL Learners

Khoshsima

Sayadi²

2016

ALLS

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“…This research serves as a solid framework for creating videos to show educational practices; our current study takes this a step further by looking at whether video can actually teach participants how to implement specific instructional strategies. Dieker et al (2009) created and field-tested three videos to model effective reading, mathematics, and science lessons to preservice and inservice teachers. The reading instruction video focused on a difficult research-based strategy to implement, Text Talk (Beck & McKeown, 2001).…”

Section: Video For Reflectionmentioning

confidence: 99%

“…Recent research findings on video in teacher preparation show the technological tool to be preferred over traditional teaching methods (Dieker et al, 2009), to boost confidence to teach (Dymond & Bentz, 2006;Friel & Carboni, 2000;Kent & Simpson, 2010), and to improve knowledge of teaching (Dieker et al, 2009). Just one study (Dieker et al, 2009) was found to examine the effect of videos modeling strategies on actual teaching ability. The current study adds to this line of research by not only measuring whether preservice teacher knowledge increases from a video modeling an effective reading strategy, but also whether preservice teachers are able to translate acquired knowledge into practice to demonstrate effective teaching.…”

Section: Video For Reflectionmentioning

confidence: 99%

“…Researchers have supported videos to model educational practices (Dieker et al, 2009;Dymond & Bentz, 2006;Friel & Carboni, 2000;Kent & Simpson, 2010), as well as CAPs, to support learning of undergraduate students (Kennedy et al, 2011;Kennedy, Newton, Haines, Walthier-Thomas, & Kellems, 2012;; the current study attempts to expand this line of research.…”

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confidence: 98%

“…These theories are incorporated in Mayer's roadmap for the design of multimedia instruction, which includes validated design steps that limit extraneous cognitive load and promote active cognitive processing (DeLeeuw & Mayer, 2008). Multimedia instruction, created following theories of learning, is a promising approach for improving teacher use of evidence-based vocabulary practices (e.g., Borko, Jacobs, Eiteljorg, & Pittman, 2008;Dieker et al, 2009;Friel & Carboni, 2002;Santagata, 2009;Sherin & Han, 2004).…”

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confidence: 99%

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A Multimedia Approach to Improve Reading Instruction of Future Teachers

Ely¹

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Teacher education efforts must successfully prepare future teachers to implement evidence-based vocabulary practices that are effective for all students. This research is composed of two experimental studies that investigate a multimedia-based intervention, which pairs a modeling video with a Content Acquisition Podcast (i.e., video plus CAP), to teach preservice teachers how to implement an evidence-based vocabulary intervention to students at risk for or with learning disabilities and/or with language learning barriers. The video plus CAP tool was created based on theories of multimedia and cognitive learning as well as the development of automaticity of practice. In Study 1, I used a pretest-posttest-maintenance design to examine the effects of video plus CAP on preservice teachers' (N = 101) knowledge of vocabulary instruction. In Study 2, with a posttest-only design, I investigated the effects of the tool on preservice teachers' (N = 49) teaching ability. Preservice teachers were randomly assigned to one of two treatment conditions to learn about evidence-based vocabulary instruction; the treatment group watched a video plus CAP and the control group read an informational handout. Results indicated no significant differences between treatment groups on a test of vocabulary instruction knowledge; however, those who watched video plus CAP used significantly more teaching behaviors associated with an evidence-based vocabulary intervention during instruction than the control group. The video plus CAP tool has promising implications for teacher education as a way of bridging research to practice and improving instruction for all students.

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Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers

Codreanu

Huber

Reinhold

et al. 2022

Learning to Diagnose With Simulations

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Mathematical argumentations and proofs cause difficulties for secondary school students (Healy and Hoyles, 2000). Teachers’ diagnostic skills are essential for adapting their teaching to students’ specific needs in order to facilitate students’ understanding of proofs (Südkamp and Praetorius, 2017). We developed a video-based simulation to investigate and promote pre-service teachers’ diagnostic skills. Participants encountered a diagnostic task with short, scripted video clips showing simulated students working on a geometry proof with a teacher. Observing student-teacher interactions served as the basis for the pre-service teacher participants’ diagnoses of students’ individual argumentation skills. This simulation is first used to investigate pre-service teachers’ diagnostic performance and the quality of their diagnoses and diagnostic processes. In a second step, the simulation will be expanded into a learning environment to investigate how pre-service teachers’ diagnostic skills can be supported through different kinds of scaffolds.

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

Cited by 47 publications

References 20 publications

The Effect of Virtual Language Learning Method on Writing Ability of Iranian Intermediate EFL Learners

The Effect of Virtual Language Learning Method on Writing Ability of Iranian Intermediate EFL Learners

A Multimedia Approach to Improve Reading Instruction of Future Teachers

Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers

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