How three prospective teachers construed three cases of teaching

A Research Synthesis of the Literature on Multimedia Anchored Instruction in Preservice Teacher Education

“…Five studies (25%) used quantitative research methods, and five studies (25%) used mixed qualitative and quantitative methods to answer research questions. In six of the studies (29%), researchers studied their own teaching in order to inform their teacher education practice (Abell et al, 1998;L. M. Anderson & Bird, 1995;Daniel, 1996;Koehler, 2002;Lambdin et al, 1997;PT3 Group at Vanderbilt, 2003).…”

“…Two studies investigated instructional features of video: a comparison of narrative versus episodic video cases by Koehler (2002) and a comparison of learning with integrated or nonintegrated scaffolds to support video, also contrasted with a comparison group, by Brunvand and Fischman (2006). Researchers sought to evaluate the ability of video to influence the development of reflective thinking (Abell, Bryan, & Anderson, 1998;Barnett, 2006;Hewitt, Pedretti, Bencze, Vaillancourt, & Yoon, 2003), observational skills (Barnett, 2006;Beck, King, & Marshall, 2002), understanding of alternative practices (L. M. Anderson & Bird, 1995), analytical thinking (Beck et al, 2002;Herrington & Oliver, 1999), and beliefs (L. M. Anderson & Bird, 1995;Kurz & Batarelo, 2004). Other studies researched relationships, examining the impact of prior computer experience, class rank, and differences in learning style on learning in a video-based computer environment (Fitzgerald & Semrau, 1998).…”

“…Six of the studies (30%) referred directly to AI (Fitzgerald & Semrau, 1998;Koehler, 2002;Kurz & Batarelo, 2004;PT3 Group at Vanderbilt, 2003;Schrader et al, 2003;C.-H. Wang, 1995). Eleven studies (55%) discussed constructivism or described the construction of meaning (Abell et al, 1998;L. M. Anderson & Bird, 1995;Barnett, 2006;Beck et al, 2002;Boling, 2007;Brunvand & Fishman, 2006;Daniel, 1996;Fitzgerald & Semrau, 1998;Herrington & Oliver, 1999;Hewitt et al, 2003;Lambdin et al, 1997).…”

“…Stated video purposes were to build content and pedagogical knowledge (Abell et al, 1998;D. H. Anderson, 2002;Barnett, 2006;Boling, 2007;Brunvand & Fishman, 2006;Daniel, 1996;Fitzgerald & Semrau, 1998;Horvath & Lehrer, 2000;Koehler, 2002;C.-H. Wang, 1995); improve clinical (D. H. Anderson, 2002;Boling, 2007;Brunvand & Fishman, 2006;Hewitt et al, 2003;Lambdin et al, 1997) and critical-thinking skills (D. H. Anderson, 2002;Beck et al, 2002;Herrington & Oliver, 1999); promote certain learning theories (D. H. Anderson, 2002; L. M. Anderson & Bird, 1995;Barnett, 2006;Daniel, 1996); model expert practices (Herrington & Oliver, 1999;PT3 Group at Vanderbilt, 2003;Schrader et al, 2003); pose problem scenarios (Kurz & Batarelo, 2004;Ochoa et al, 2004;PT3 Group at Vanderbilt, 2003;Schrader et al, 2003); and simulate field experience (Peng & Fitzgerald, 2006;Schrader et al, 2003).…”

Inclusion or Exclusion? – A Study of Hong Kong Students’ Affective and Social Outcomes in a Mainstream Classroom

“…It may be useful if intensive professional development programs aiming to change teachers' conception of teaching to accommodate new educational ideas that support student learning in the present environment are introduced. It is believed that change of teachers' conception takes time and it could only be succeeded by their own test and experimentation in the frontline (Anderson & Bird, 1994;Bennet, 1994). On the other hand, there are many teaching methods and strategies appeared in the literatures which are found common to the present reform, such as the popular project learning and cooperative learning; these strategies have claimed their effectiveness but the result is largely dependent on culture and contextual factors of schools.…”