Videobased lesson analysis: Effective science PD for teacher and student learning

Roth, Kathleen J.; Garnier, Helen; Chen, Catherine; Lemmens, Meike; Schwille, Kathleen; Wickler, Nicole I. Z.

doi:10.1002/tea.20408

Cited by 274 publications

(240 citation statements)

References 61 publications

(67 reference statements)

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“…However, few practice-based assessments are designed to measure the professional knowledge that science teachers are called on to use as they engage in these tasks of teaching. The practice-based CKT assessments that measure the knowledge used in teaching science focus mainly on science teachers' pedagogical content knowledge (Lee, Brown, Luft, & Roehrig, 2007) and involve teachers in tasks that require substantial time to administer and score, such as analyzing video-recorded episodes of practice (Roth et al, 2011), participating in think-aloud or cognitive interviews (Henze & van Driel, 2015;Park & Suh, 2015), conducting classroom observations (Park & Oliver, 2008;Park & Suh, 2015), or documenting their pedagogical content knowledge for particular science topics using graphic organizers (Bertram & Loughran, 2012;Loughran, Mulhall, & Berry, 2004). To date, only a few notable efforts have developed large-scale, practice-based assessment items to measure the professional knowledge specialized to science teaching (Sadler, Sonnert, Coyle, Cook-Smith, & Miller, 2013;Smith & Taylor, 2010).…”

Section: Assessing Content Knowledge For Teaching Sciencementioning

confidence: 99%

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Mikeska

Phelps

Croft

2017

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service.The Daniel Eignor Editorship is named in honor of Dr. Daniel R. Eignor, who from 2001 until 2011 served the Research and Development division as Editor for the ETS Research Report series. The Eignor Editorship has been created to recognize the pivotal leadership role that Dr. Eignor played in the research publication process at ETS. This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice-based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content-specific teaching practices and instructional tools that are critical to the work that elementary science teachers engage in with students, curriculum, and instruction. Drawing on this framework, the report details the development process for practice-based assessment items designed to measure CKT elementary science in three content areas: (a) structure and properties of matter, (b) ecosystems, and (c) Earth's place in the universe. These practice-based assessment items address the various content challenges elementary science teachers face in their work and were designed to be used as a foundation for building large-scale assessments of elementary science teachers' CKT science. This report presents initial validity evidence examining the practice-based CKT science item characteristics using results from online administrations of these items to 250 upper elementary science teachers. Findings reveal that the majority of these new assessment items capture variability in elementary science teachers' performance and that a large proportion of the items differentiate moderately well, supporting a beginning proof-of-concept for the conceptualization and design of these practice-based CKT elementary science assessment items. Keywords Science; assessment; content knowledge for teaching; specialized content knowledge; pedagogical content knowledge; subject matter knowledge; elementary teachers doi:10.1002/ets2.12168 Enhancing the capacity of K-12 teachers ...

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Section: Assessing Content Knowledge For Teaching Sciencementioning

confidence: 99%

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Mikeska

Phelps

Croft

2017

ETS Research Report Series

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“…The fact that mathematical knowledge and success levels are low might be the reason why prospective teachers do not use their understanding processes. Consequently, in-class practices of teachers and teacher professional development affect student learning (Garet et al, 2001;McCutchen et al, 2002;Roth et al, 2011). Problems generated by teachers might cause students to employ cognitive automatism instead of the understanding processes.…”

Section: Discussionmentioning

confidence: 99%

“…Some studies show that teacher professional development (Franke et al, 2001;Roth et al, 2011;Saxe et al, 2001); teacher content knowledge (Heller et al, 2012;Hill et al, 2005;Kanter and Konstantopoulos, 2010); teacher pedagogical content knowledge (Heller et al, 2012); and teacher knowledge, skills, and practice (Cohen, 1990;Wilson and Berne, 1999) also influence success.…”

Section: Introductionmentioning

confidence: 99%

Relationship of the cognitive functions of prospective science teachers and their knowledge, knowledge levels, success and success levels

Ismail¹

2017

Int. J. Educ. Admin. Pol. Stud.

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This study reveals the transformation of prospective science teachers into knowledgeable individuals through classical, combination, and information theories. It distinguishes between knowledge and success, and between knowledge levels and success levels calculated each through three theories. The relation between the knowledge of prospective teachers and their cognitive functions is defined through the results gained from three theories, and a case study that collected data through problem solving techniques in the procedural knowledge of electricity. The results reveal that prospective teachers have problems with such knowledge, which may explain why cognitive automatism is not used. Since processes of understanding are not used in cognitive automatism, it appears that prospective teachers are individuals that may differ in terms of their learning but do not use their cognitive functions. The study suggests that if the knowledge levels of independent variables are increased, cognitive functions may develop.

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“…As already discussed in the section on children's knowledge of science, classroom research has highlighted that supporting learners within constructivist learning environments plays an important role in building up adequate conceptions and has a positive impact on individual domains of motivation and perceived selfefficacy (Blumberg, Hardy, & Möller, 2008;Vosniadou, Ionnides, Dimitrakopoulou, & Papademetriou, 2001;Schneider & Stern, 2010;Windschitl, Thompson, Braaten, & Stroupe, 2012;Roth, Garnier, Chen, Lemmens, Schwille, & Wickler, 2011). Therefore, besides having knowledge of topic-specific student cognitions and instructional strategies, pedagogical staff should also be cognizant of their own constructive and active role in the learning process.…”

Section: Ability To Design and Implement Effective Learning Environmentsmentioning

confidence: 99%

Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching

2017

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Videobased lesson analysis: Effective science PD for teacher and student learning

Abstract: The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis-ofpractice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two '

Cited by 274 publications

References 61 publications

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Relationship of the cognitive functions of prospective science teachers and their knowledge, knowledge levels, success and success levels

Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching

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