Search results for: Stigler James W.

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Teachers’ Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge
Authors: Kersting Nicole B., Givvin Karen B., Sotelo Francisco L., Stigler James W.
This study examines the relationship between teacher knowledge and student learning in the area of mathematics. The authors used an innovative approach to assessing teacher knowledge. This approach is based on teachers’ analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written comments on the interactions of the teacher, students, and content. The quality of teachers’ analyses, coded using an objective rubric, are shown to be reliable and valid, relating both to another widely used measure of teacher knowledge and to teachers’ own students’ learning (from pre- to posttest).
Published: 2010
Updated: Apr. 27, 2010
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The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience
Authors: Santagata Rossella, Zannoni Claudia, Stigler James W.
Mathematics teacher educators implemented a video-based program on lesson analysis at the University of Lazio, Italy. The purpose of the project was to explore what preservice teachers can learn from the analysis, and how their analysis capabilities can be improved and measured. The teachers' analysis ability was assessed before and after the program through comments on events, coding for five criteria: elaboration, mathematics content, student learning, critical approach, and alternative strategies.
Published: 2007
Updated: Jan. 28, 2008