Thesis
Videocase-based learning and analysis in teacher education: A meta-analysis
Washington State University
Master of Arts (MA), Washington State University
12/2019
DOI:
https://doi.org/10.7273/000004028
Handle:
https://hdl.handle.net/2376/124938
Abstract
Videocase analysis is commonly used in teacher professional development to foster teacher thinking, self-reflection, professional vision and practice, with the goal of improving learning opportunities for students. Many studies have reported positive research findings that support videocase analysis as an effective teacher development tools. This meta-analysis examines the aggregate effects of videocase-based learning and analysis on teachers' learning and practice. Results from 27 studies included in the meta-analysis showed that videocases are more beneficial for teacher learning and practice than other comparison conditions (g = 0.65, p <.001). Mean effect sizes were moderated by several variables including video source, video recording type, participant characteristics, study setting and methodological features of the studies. The study concludes with the implications of the meta-analysis for scientific inquiry and practice.
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Details
- Title
- Videocase-based learning and analysis in teacher education
- Creators
- Samuel Ayobami Oluwatosin Aina
- Contributors
- Olusola O. Adesope (Advisor) - Washington State University, College of Education
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Kinesiology and Educational Psychology
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University
- Identifiers
- 99900890795201842
- Language
- English
- Resource Type
- Thesis