Lessons from the TIMSS Videotape Study

Geist, Eugene

doi:10.5951/tcm.7.3.0180

Cited by 6 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recall that one widely-reached conclusion from the TIMSS Video Study was that the U.S. lessons in the sample demonstrated relatively weak instructional affordances, while the lessons from Japan have often been cited for containing useful pedagogical elements (e.g., Geist, 2000;Leung, 2005). Given this, the current observed pattern of similar instructional quality ratings based on CLASS and MQI for the Japanese and U.S. PA lessons leads to questions about why this pattern may have occurred.…”

Section: Qualitative Illustrationsmentioning

confidence: 82%

“…Among the TIMSS 1999 Video Study's most influential conclusions was that relative to other TIMSS countries' sample lessons, the U.S. sample lessons were uniquely focused on low-level execution of procedures and shallow treatment of mathematical problems and ideas. Meanwhile, the TIMSS video lessons from Japan have received research attention for displaying strong pedagogical elements, including more time allocated to learning and practicing new content, higher problem complexity, and greater emphasis on proof as compared to the U.S. sample lessons (Geist, 2000;Leung, 2005). According to Hiebert et al (2005), within the TIMSS video data, "the United States displayed a unique system of teaching, not because of any particular feature but because of a constellation of features that reinforced attention to lower-level mathematics skills" (p. 111).…”

Section: Mathematicsmentioning

confidence: 99%

See 1 more Smart Citation

Seeing Through the Eyes of Classroom Observers: The Case of Rating Contrasted Groups of Lessons With Classroom Observation Measures

Lynch

2024

Journal of Research in Science, Mathematics and Technology Education

View full text Add to dashboard Cite

Classroom observations are commonly employed to assess quality of instruction in research and practice in mathematics education. However, there is more to be learned about how sensitive classroom observation protocols are to exemplars of strong mathematics instruction, and continuous refinements to observation protocols or rating processes that may be warranted. In this study, we use the public-released mathematics videos from the Third International Mathematics and Science Study (TIMSS) to examine how classroom observers, using two contemporary classroom observation instruments, rate a set of lessons whose instructional quality is in theory expected to differ, also referred to as contrasted groups. We find that descriptively, the pattern of findings is distinct from prior studies’ conclusions about the relative instructional quality reflected in the TIMSS video pool. We provide qualitative examples to illustrate the findings, and discuss implications for future research. We point to the potential value of exploring classroom observation rubrics’ performance using ‘contrasted groups’ of lesson videos, as a tool to broaden our understanding of how observation instruments are functioning.

show abstract

Section: Qualitative Illustrationsmentioning

confidence: 82%

Section: Mathematicsmentioning

confidence: 99%

Seeing Through the Eyes of Classroom Observers: The Case of Rating Contrasted Groups of Lessons With Classroom Observation Measures

Lynch

2024

Journal of Research in Science, Mathematics and Technology Education

View full text Add to dashboard Cite

show abstract

“…Body size is a phenotypically plastic character that is highly influenced by environmental factors (Falconer 1989;Geist 2000). Dinerstein (1991) noted that male zoo specimens of Rhinoceros unicornis can be up to 1,000 kg heavier than females, indicating a strong genetic potential for body size dimorphism.…”

Section: Sexual Dimorphism and Sociality In Teleocerasmentioning

confidence: 99%

Linking Sexual Dimorphism and Sociality in Rhinoceroses: Insights from Teleoceras proterum and Aphelops malachorhinus from the Late Miocene of Florida

Mihlbachler

2005

FLMNH

View full text Add to dashboard Cite

A strong relationship between sexual dimorphism and the degree of polygyny (i.e., the degree to which males compete for mates) is not apparent in living perissodactyls. For instance, in both monomorphic and dimorphic species of rhinos, about half of male mortality is attributable to tusk and horn mediated combat. Males of the North American Miocene rhinoceros Teleoceras had delayed tusk (i2) eruption, prolonged tusk root growth, and highly sharpened tusk facets maintained by honing on the upper incisor, thus predicting high levels of intermale aggression similar to living rhinos. The sex biases and elevated male mortality rates found in Teleoceras assemblages from Nebraska and Florida seem to confirm this prediction. However, the degree of body size dimorphism in these assemblages varies. Therefore, the intensity of intermale competition seems unrelated to the magnitude of body size dimorphism in Teleoceras. Male individuals of Aphelops, a sympatric rhino, experienced more finite tusk growth and tusks were blunted with age due to the ancestral loss of the upper honing incisor, thus predicting lower levels of intermale competition. The Aphelops fossil assemblage from the Love Bone Bed of Florida is not sex-biased, shows more balanced sex-specific mortality rates, and seems to confirm the prediction of reduced intermale competition, thus suggesting a type of sociality that is different from both Teleoceras and modern rhinos. However, the same assemblage exhibits a degree of sexual dimorphism in tusk and body size that are is not demonstrably different from Teleoceras. Thus, we are left with a perplexing relationship between dimorphism and sociality for rhinos, where levels of intermale competition seem uncorrelated to the degree of sexual dimorphism in both living and extinct species.

show abstract

Improving instruction in the mathematics methods classroom through action research

Mostofo

Zambo

2015

Educational Action Research

View full text Add to dashboard Cite

There is a continuing emphasis in the United States on improving students' mathematical abilities, and one approach is to better prepare teachers. To investigate the potential usefulness of Lesson Study to better prepare teachers, one author set out to conduct action research on his classroom practice. Specifically, he sought to determine whether using Lesson Study with preservice secondary mathematics teachers might better prepare students to be teachers. The participants were preservice teachers who were enrolled in a mathematics methods course in an undergraduate teacher preparation program at a private university. The researcher served as a participant observer who implemented an innovation, Lesson Study, in his classroom and observed the effect on students. Lesson Study engaged the preservice teachers in collaboratively creating, field testing, revising, and re-teaching lessons in their field placement classroom. Data were weekly reflections and summative interviews of the preservice teachers. The researcher found that Lesson Study was an effective strategy for enhancing the efficacy of preservice teachers. Action research showed the importance of collaborative lesson preparation, practice teaching, and observations of other teachers. The preservice teachers successfully transitioned from teaching in the methods classroom to their field-experience classroom, which enhanced their confidence as they entered student-teaching.

show abstract

Lessons from the TIMSS Videotape Study

Cited by 6 publications

References 0 publications

Seeing Through the Eyes of Classroom Observers: The Case of Rating Contrasted Groups of Lessons With Classroom Observation Measures

Seeing Through the Eyes of Classroom Observers: The Case of Rating Contrasted Groups of Lessons With Classroom Observation Measures

Linking Sexual Dimorphism and Sociality in Rhinoceroses: Insights from Teleoceras proterum and Aphelops malachorhinus from the Late Miocene of Florida

Improving instruction in the mathematics methods classroom through action research

Contact Info

Product

Resources

About