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ERIC Number: ED535453
Record Type: Non-Journal
Publication Date: 2001
Pages: 44
Abstractor: ERIC
Reference Count: 18
ISBN: ISBN-0-3090-7567-XISBN-978-0-3090-7567-1
The Power of Video Technology in International Comparative Research in Education
Ulewicz, Monica, Ed.; Beatty, Alexandra, Ed.
National Academies Press
The Board on International Comparative Studies in Education (BICSE) was established by the National Research Council (NRC) in 1988 at the request of the U.S. Department of Education's National Center for Education Statistics (NCES) and the U.S. National Science Foundation (NSF). Under its initial mandate, the board monitored U.S. participation in large-scale international comparative studies. Beginning in 1998, BICSE expanded its charge to include synthesis, analysis, and strategic planning for international comparative education research and synthesis of lessons learned from past and current studies. The Third International Mathematics and Science Study (TIMSS) has been the focus of much of BICSE's agenda in the 1990s. BICSE has monitored each phase of TIMSS and has explored methodological issues raised by the study. Though it was not the first comparative study to make use of video technology, the TIMSS Videotape Classroom Study represented one of the innovative dimensions of TIMSS's ambitious design, and it captured the attention of the U.S. education community. Video technology has been an important methodological tool for inquiry in classroom research for more than 40 years, and it has also been used in other international comparative research on a more limited basis. However, TIMSS triggered a great deal of enthusiasm for the use of video technology in educational research because it was the most comprehensive effort to measure student achievement ever undertaken. In response to this interest, BICSE hosted a 1-day workshop in November 1999 to explore three issues: the potential that video technology appears to offer as a tool to enhance and expand international comparative research, the role of international video in informing educational research and professional development in the United States, and the methodological questions raised by the use of this research tool. The workshop brought together a diverse group of scholars, drawing on decades of experience with video technology, from educational anthropology, psychology, teacher education, and international comparative education. The workshop discussions provided a great deal of information and stimulating ideas for the board's deliberations, which focused on the unique possibilities and challenges presented by "international" video. Their recommendations are intended to guide researchers and policy makers interested in international comparative education and in the use of video technology as a powerful methodological tool. Workshop Agenda and Participants are appended. (Contains 3 footnotes.)
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Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: Researchers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A