NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ886620
Record Type: Journal
Publication Date: 2010-Feb
Pages: 15
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1366-4530
The Impact of Video-Based Lesson Analysis on Teachers' Thinking and Practice
Grant, Theresa J.; Kline, Kate
Teacher Development, v14 n1 p69-83 Feb 2010
This paper describes how elementary teachers' thinking and practice developed as a result of video-based professional development designed to promote reflection on the decision making involved in planning for and implementing mathematics lessons. Of the 189 teachers who attended the video-based sessions, 180 completed post-session questionnaires and a subset were interviewed and observed teaching after the sessions. The video-based sessions were designed to embody many of the characteristics of lesson study, but scaled up to involve a large number of teachers. The majority of teachers believed that their ability to question their students and probe their thinking was extended as a result of the sessions. The teachers who were observed were also able to alter their practice in ways that supported student thinking. The results suggest that these video-based sessions have the potential to impact a large number of teachers across diverse districts. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A