Collaborative Peer Video Analysis: Insights About Literacy Assessment and Instruction.
This mixed-methods study explored (a) the purposes for which teachers selected video clips of their own literacy teaching and assessment practices to share and discuss with peers, (b) how these purposes were related to the content of the discussions, and (c) what variables were related to teachers’...
| Publicado en: | Journal of Literacy Research Vol. 44; no. 2; pp. 171 - 200 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Jun2012
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=94707185&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 94707185 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 1086296X LRH jtl: Journal of Literacy Research issn: 1086296X maglogo: Y pubinfo: dt: Jun2012 vid: 44 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 94707185 10.1177/1086296X12440429 ppf: 171 ppct: 29 formats: tig: atl: Collaborative Peer Video Analysis: Insights About Literacy Assessment and Instruction. aug: au: Christ, Tanya Arya, Poonam Chiu, Ming Ming affil: Oakland University, Rochester, MI, USA Wayne State University, Detroit, MI, USA University at Buffalo–State University of New York, Buffalo, NY, USA su: Literacy Effective teaching Teacher education Teaching methods Reading comprehension Education sug: subj: Literacy Effective teaching Teacher education Teaching methods Reading comprehension Education keyword: assessment at risk diagnosis discussion mixed design struggling teacher education teacher preparation ab: This mixed-methods study explored (a) the purposes for which teachers selected video clips of their own literacy teaching and assessment practices to share and discuss with peers, (b) how these purposes were related to the content of the discussions, and (c) what variables were related to teachers’ generation of new ideas and future actions that they considered. Data included 39 transcribed video events, in which 14 in-service teachers engaged in discussions of their video clips. Emergent coding and constant comparative method were used for analyses. The authors found three purposes for sharing clips—explicit problems, implicit problems, and successes. Three issues were addressed—methods/materials, reader engagement, and reader processes. Six themes described how teachers’ purposes were related to their discussion content. First, sharing one problem led to one conversational focus. Second, sharing multiple problems led to multiple conversational foci. Third, sharing a problem and then a success resulted in peers focusing on the success. Fourth, sharing a success and then a problem resulted in peers focusing on the problem. Fifth, sharing a success related to methods/materials or reader engagement bred peers’ interest in how to apply these ideas to their own practice. Sixth, sharing a success related to reader processing led to peers focusing on other issues in the video. Based on the statistical model, teachers’ generation of new ideas was related to purposes and issues for clip sharing, and future actions considered were related to the clip type (instructional clips yielded more future actions). pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2012 holdings: @attributes: islocal: N |
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