Video

Teacher Voices from an Online Elementary Mathematics Community: Examining Perceptions of Professional Learning

This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how elementary school teachers learn from classroom video. Web usage data reveal that the commentary surrounding video posted to the VLC is sparse and surface level, possibly indicating a lack of serious attention to the videos. Interview data, however, indicate that participants felt they learned from this resource.

Access Link:

https://link.springer.com/article/10.1007/s10857-020-09459-z#Ack1

Author/Presenter:

Shereen Oca Beilstein

Genevieve M. Henricks

Victoria Jay

Michelle Perry

Meg Schleppenbach Bates

Cheryl G. Moran

Joseph Robinson Cimpian

Lead Organization(s):

University of Illinois at Urbana-Champaign

Year:

2020

Short Description:

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Fostering Video Sharing and Discourse Among STEM Educational Researchers in a Multimodal Environment

Multimedia environments provide multiple resources for expression, collaboration, and knowledge-creation. Yet there is much to be learned about the design of such environments, the forms of collegial discourse that take place, and the benefits of participation. To this end, we study the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education.

Access Link:

https://www.learntechlib.org/primary/p/207506/

Author/Presenter:

Joni Falk

Debra Bernstein

Brian Drayton

Lead Organization(s):

TERC, Inc.

Year:

2019

Short Description:

This article looks at the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education. In a mixed methods study, authors investigate the forms of participation that took place and the benefits that accrued to those who presented.

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The Impact of Multimedia Educative Curriculum Materials (MECMs) on Teachers' Beliefs about Scientific Argumentation

Science

Curriculum

Professional Development

Video

Middle

Recent reform efforts in science education include a focus on science practices. Teachers require support in integrating these practices into instruction. Multimedia educative curriculum materials (MECMs), digital materials explicitly designed to support teacher learning, offer one potential resource for this critical need. Consequently, the authors investigated how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation. They conducted a randomised experimental study with 90 middle school science teachers in the USA.

Access Link:

https://www.tandfonline.com/doi/full/10.1080/1475939X.2019.1583121

Author/Presenter:

Suzanna Loper

Katherine L. McNeill

María González-Howard

Lisa M. Marco-Bujosa

Laura M. O’Dwyer

Lead Organization(s):

University of California, Berkeley (UC Berkeley)

Boston College (BC)

The University of Texas at Austin

Villanova University

Year:

2019

Short Description:

Authors discuss how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation.

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How Viewers Orient Toward Student Dialogue in Online Math Videos

Mathematics

Video

High

Online math videos for student learning are abundant; yet they are surprisingly uniform in their monologic, expository mode of presentation and their emphasis on procedural skill. In response, we created an alternative model of online math videos that feature the unscripted dialogue of secondary school students, who convey sources of confusion and resolve the dilemmas that arise during problem solving.

Access Link:

https://www.learntechlib.org/primary/p/183904/

Author/Presenter:

Joanne Lobato

Carren Walker

Lead Organization(s):

San Diego State University (SDSU)

Year:

2019

Short Description:

Authors describe an alternative model of online math videos that feature unscripted dialogue of secondary school students, who convey sources of confusion and resolve the dilemmas that arise during problem solving.

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Using a video club design to promote teacher attention to students' ideas in science

Science

Pedagogy

Professional Development

Video

Elementary

Science education stakeholders worldwide are engaged in efforts to support teachers' noticing and making sense of students' thinking in science. Here we introduce the design of a science teaching video club and present a study of its implementation. The current design extends prior research on video clubs as a form of professional development for supporting mathematics teachers. Results indicate that the current design supported science teachers in noticing and discussing students' thinking in sustained and meaningful ways.

Access Link:

Author/Presenter:

Melissa J. Luna

Miriam Gamoran Sherin

Lead Organization(s):

West Virginia University Research Corporation

Year:

2017

Short Description:

In this article, authors introduce the design of a science teaching video club and present a study of its implementation.

Resource(s):

Luna & Sherin 2017.pdf

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Examining the Impact of Lesson-Analysis Based Teacher Education and Professional Development across Methods Courses, Student Teaching, and Induction

Science

Pedagogical Content Knowledge

Professional Development

Video

Elementary

Middle

Access Link:

Author/Presenter:

Christopher Wilson

Molly Stuhlsatz

Connie Hvidsten

Betty Stennett

Lead Organization(s):

BSCS

Year:

2017

Short Description:

Presentation on ViSTA at the 2017 NARST conference in San Antonio, Texas. The ViSTA Plus project is a multi-year preservice teacher education program for elementary teachers that spans the methods course, student teaching, and the first year of teaching.

Resource(s):

ViSTA Plus NARST Slides

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2016 Video Showcase: Advancing STEM Learning for All

Submitted by cadre-admin on Fri, 04/22/2016 - 10:33am

Event Date:

Tue, 05/17/2016 - 8:00am to Mon, 05/23/2016 - 5:00pm

On May 17th – 23rd, 2016, more than 150 projects will showcase three-minute videos of their innovative work broadening participation and access to STEM. We invite researchers, practitioners, administrators, policy makers and the general public to view the videos and to interact with each of the presenters online. We look forward to your participation!

http://stemforall2016.videohall.com/

Event Type:

Other

Discipline / Topic:

Video

The Question of Dissemination: Using Video to Draw Broader Audiences to NSF Research

Broadening Participation

STEM Categorization:

Day:

Thu

Consider the role project videos can play in dissemination of research with OSPrI describing their video experience, and NSF situating the work within their efforts to improve policymakers’ understanding of DR K–12 research and development.

Date/Time:

2:15 pm to 3:45 pm

Presenters:

Location:

Session Materials:

A challenge for researchers and federal research funding institutions in the 21st century is how to get the word out on how research is pertinent and being used in by the field. According to Neild (2016, p1):

Session Types:

Concurrent Session

References:

Neild, R.C. (2016, April). Federally-supported education research doesn't need a do-over. Brookings Institute SERIES: Evidence Speaks, Number 32 of 33. http://www.brookings.edu/research/papers/2016/04/07-federally-supported-research-doesnt-need-do-over-neild?rssid=education&utm_source=feedblitz&utm_medium=FeedBlitzRss&utm_campaign=FeedBlitzRss&utm_content=Federally-supported+education+research+doesn%27t+need+a+do-over