卓越實證概述 Best Evidence in Brief

Impact of video-based professional development on student learning

Professional development (PD) programs using video are not uncommon to facilitate teacher learning and allow teachers to reflect on their lessons. With appropriate add-on information they can help teachers make better use of video. Chen and colleagues conducted a randomized control trial examining the efficacy of a year-long video-based PD program, using the classroom discourse analyzer (CDA) tool. CDA is a tool promoted by the authors for video-based PD, embedding data and visual information for teachers to review and reflect on classroom discourse.

A sample of 46 mathematics teachers (intervention group: n=24; comparison group: n = 22) from 15 schools in Shanghai teaching 6th or 7th grade students (intervention = 882; comparison = 625) participated in the program. Teachers in both groups learned and enacted academically productive talk (APT) in the classroom discussion, and had their lessons recorded every 1-2 months throughout a year. APT is a framework that consists of four aspects to encourage students to: (a) share their ideas, (b) deepen their reasoning, (c) listen carefully to others’ ideas, (d) engage with others’ ideas. While comparison teachers participated in non-video-based workshops, teachers from the intervention group used CDA visualization-supported video to review and improve their APT.  Two pre-intervention lessons and two post-intervention lessons were coded to evaluate the change in using APT for both groups. Student mathematics achievement was measured by change of scores from standard tests before and after the program. Quantitative analysis results showed that:

  • Intervention teachers significantly increased their use of productive talk moves in mathematics classrooms compared to comparison teachers in five out of eight types of APT with large effect size (use of “say more”, “challenge”, “agree/disagree”, and “add on”: ES > +.80; “press for reasoning”: ES = +.67).
  • The uses of “revoice”, “restate the ideas of others”, and “explain what someone else means” were not significantly affected.
  • Students’ mathematics achievement displayed small but significant positive effect (ES = +.24).

The authors admitted that in addition to the comparison group who participated in a conventional workshop without video, if a third “video-based-reflected” group without CDA was introduced in the comparison, it should help to identify the extent to which each component contributed to the success of PD.

 

Source: Chen, G., Chan, K. K., Chan, K. H., Clarke, S. N., & Resnick, L. B. (2020) Efficacy of video-based teacher professional development for increasing classroom discourse and student learning, Journal of the Learning Sciences, 29:4-5, 642-680, DOI: 10.1080/10508406.2020.1783269

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