Pub Date : 2018-11-09DOI: 10.4324/9781315109213-11
Connie Cirkony, P. Hubber
{"title":"The use of video-based ethnography in an inquiry-based blended science classroom","authors":"Connie Cirkony, P. Hubber","doi":"10.4324/9781315109213-11","DOIUrl":"https://doi.org/10.4324/9781315109213-11","url":null,"abstract":"","PeriodicalId":282638,"journal":{"name":"Video-based Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116887284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-09DOI: 10.4324/9781315109213-10
J. Ferguson, George Aranda, R. Tytler, Radhika Gorur
{"title":"Video research","authors":"J. Ferguson, George Aranda, R. Tytler, Radhika Gorur","doi":"10.4324/9781315109213-10","DOIUrl":"https://doi.org/10.4324/9781315109213-10","url":null,"abstract":"","PeriodicalId":282638,"journal":{"name":"Video-based Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120879344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Hoe, Ng Kit Ee Dawn, Cynthia Seto, Loh Mei Yoke
{"title":"Potential and challenges in examining teachers’ metacognitive instructional strategies using video technology","authors":"L. Hoe, Ng Kit Ee Dawn, Cynthia Seto, Loh Mei Yoke","doi":"10.4324/9781315109213-5","DOIUrl":"https://doi.org/10.4324/9781315109213-5","url":null,"abstract":"","PeriodicalId":282638,"journal":{"name":"Video-based Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114827756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Critical Videographic Research Methods","authors":"M. Thomas, J. Moss","doi":"10.4324/9781315109213-7","DOIUrl":"https://doi.org/10.4324/9781315109213-7","url":null,"abstract":"","PeriodicalId":282638,"journal":{"name":"Video-based Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115732894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-09DOI: 10.4324/9781315109213-18
P. Hubber, P. White, A. Berry
{"title":"Using self-captured video to support reflective practice in teacher professional learning communities","authors":"P. Hubber, P. White, A. Berry","doi":"10.4324/9781315109213-18","DOIUrl":"https://doi.org/10.4324/9781315109213-18","url":null,"abstract":"","PeriodicalId":282638,"journal":{"name":"Video-based Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131728779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sophisticated research approaches and tools are needed to investigate the complex processes involved in learning in classroom settings. The use of video technology to record classroom practices, in particular, can be a powerful way for capturing and studying learning within a naturalistic educational setting (Ulewicz & Beatty, 2001). The affordability of video technologies and computer processing power has given rise to the recent establishment of university-based or schoolbased classrooms equipped with video and audio facilities around the world, such as in the USA, the Netherlands, and China. The Smith Learning Theatre at Columbia University (https://lt.tc.columbia.edu), for example, can be customised to record different combinations of small or large group interactions. The Teaching and Learning Lab at Utrecht University (https://teachinglearninglab. sites.uu.nl) has a studio for generating YouTube video recordings to demonstrate different forms of teaching and learning technologies. Some Chinese schools in the Beijing region are equipped to record lessons with up to four built-in video cameras for the purpose of supporting teacher professional development. The laboratory classroom in Australia at the University of Melbourne (as described in the next section) is able to record classroom social interactions with a rich amount of detail. The laboratory classroom was purposefully designed and built to allow simultaneous and continuous documentation of classroom interactions using multiple cameras and microphones. Unlike the facilities in the Netherlands, the USA, or China, which have mainly been used for teaching or teacher training purposes, the facility in Melbourne has been utilised by several research projects since its launch in March 2015, one of which is the Social Unit of Learning project, which aims to examine individual, dyadic, small group (four to six students) and whole-class problem-solving and learning in mathematics and the associated/consequent learning. This paper discusses the new insights and challenges that the laboratory classroom has provided in relation to its research use with illustrative examples from the Social Unit of Learning project. The project investigated the social conditions that characterise learning processes in a mathematics classroom. A brief overview of the laboratory classroom and a description of the Social Unit of Learning project are provided, followed by a reflection on the methodological issues.
{"title":"Video-based research in a laboratory classroom","authors":"Man Ching Esther Chan, David Clarke","doi":"10.4324/9781315109213-9","DOIUrl":"https://doi.org/10.4324/9781315109213-9","url":null,"abstract":"Sophisticated research approaches and tools are needed to investigate the complex processes involved in learning in classroom settings. The use of video technology to record classroom practices, in particular, can be a powerful way for capturing and studying learning within a naturalistic educational setting (Ulewicz & Beatty, 2001). The affordability of video technologies and computer processing power has given rise to the recent establishment of university-based or schoolbased classrooms equipped with video and audio facilities around the world, such as in the USA, the Netherlands, and China. The Smith Learning Theatre at Columbia University (https://lt.tc.columbia.edu), for example, can be customised to record different combinations of small or large group interactions. The Teaching and Learning Lab at Utrecht University (https://teachinglearninglab. sites.uu.nl) has a studio for generating YouTube video recordings to demonstrate different forms of teaching and learning technologies. Some Chinese schools in the Beijing region are equipped to record lessons with up to four built-in video cameras for the purpose of supporting teacher professional development. The laboratory classroom in Australia at the University of Melbourne (as described in the next section) is able to record classroom social interactions with a rich amount of detail. The laboratory classroom was purposefully designed and built to allow simultaneous and continuous documentation of classroom interactions using multiple cameras and microphones. Unlike the facilities in the Netherlands, the USA, or China, which have mainly been used for teaching or teacher training purposes, the facility in Melbourne has been utilised by several research projects since its launch in March 2015, one of which is the Social Unit of Learning project, which aims to examine individual, dyadic, small group (four to six students) and whole-class problem-solving and learning in mathematics and the associated/consequent learning. This paper discusses the new insights and challenges that the laboratory classroom has provided in relation to its research use with illustrative examples from the Social Unit of Learning project. The project investigated the social conditions that characterise learning processes in a mathematics classroom. A brief overview of the laboratory classroom and a description of the Social Unit of Learning project are provided, followed by a reflection on the methodological issues.","PeriodicalId":282638,"journal":{"name":"Video-based Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123308024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-09DOI: 10.4324/9781315109213-12
A. Tiberghien, P. Venturini
The rapid development of video technology in the last decade has changed the ways in which people communicate, how they learn, and how research is done. Video technology offers rich potential in capturing complex social interactions over a prolonged period of time and in supporting teacher professional learning and development. This book explores the ontological, epistemological, methodological, and ethical challenges associated with the different uses of video in research, ranging from video as a tool for investigating social interactions and for stimulating participants? reflection, to the use of video for engaging varied communities and social groups in the process of teaching, learning and research. Each chapter presents the authors? critical reflection on the ways in which video was employed, the research decisions made, the methodological challenges faced, and the consequences for how educational practices were understood. As such, it illustrates a wide range of philosophical and theoretical standpoints with respect to video-based research approaches. This book will stimulate broad and rich discussion among education researchers who are interested in video research and contributes to: advancing knowledge of the field; developing approaches to dealing with emergent ethical, theoretical, and methodological issues; and generating new protocols and guidelines for conducting video-based research across a variety of disciplinary areas in education.
{"title":"Characterisation of the didactic contract using the video of the classroom as primary data","authors":"A. Tiberghien, P. Venturini","doi":"10.4324/9781315109213-12","DOIUrl":"https://doi.org/10.4324/9781315109213-12","url":null,"abstract":"The rapid development of video technology in the last decade has changed the ways in which people communicate, how they learn, and how research is done. Video technology offers rich potential in capturing complex social interactions over a prolonged period of time and in supporting teacher professional learning and development. \u0000 \u0000This book explores the ontological, epistemological, methodological, and ethical challenges associated with the different uses of video in research, ranging from video as a tool for investigating social interactions and for stimulating participants? reflection, to the use of video for engaging varied communities and social groups in the process of teaching, learning and research. Each chapter presents the authors? critical reflection on the ways in which video was employed, the research decisions made, the methodological challenges faced, and the consequences for how educational practices were understood. As such, it illustrates a wide range of philosophical and theoretical standpoints with respect to video-based research approaches. \u0000 \u0000This book will stimulate broad and rich discussion among education researchers who are interested in video research and contributes to: advancing knowledge of the field; developing approaches to dealing with emergent ethical, theoretical, and methodological issues; and generating new protocols and guidelines for conducting video-based research across a variety of disciplinary areas in education.","PeriodicalId":282638,"journal":{"name":"Video-based Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114460434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-09DOI: 10.4324/9781315109213-16
Maria Nicholas, L. Paatsch, A. Nolan
{"title":"Using video-stimulated interviews to foster reflection, agency and knowledge-building in research","authors":"Maria Nicholas, L. Paatsch, A. Nolan","doi":"10.4324/9781315109213-16","DOIUrl":"https://doi.org/10.4324/9781315109213-16","url":null,"abstract":"","PeriodicalId":282638,"journal":{"name":"Video-based Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130051919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Validity and comparability in cross-cultural video studies of classrooms","authors":"Lihua Xu, D. Clarke","doi":"10.4324/9781315109213-3","DOIUrl":"https://doi.org/10.4324/9781315109213-3","url":null,"abstract":"","PeriodicalId":282638,"journal":{"name":"Video-based Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116020980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-09DOI: 10.4324/9781315109213-19
Valerie Yip, K. Chan, Benny Yung, C. Lai
{"title":"Preparing teachers for reform-oriented teaching using the thematic approach of re-viewing videos","authors":"Valerie Yip, K. Chan, Benny Yung, C. Lai","doi":"10.4324/9781315109213-19","DOIUrl":"https://doi.org/10.4324/9781315109213-19","url":null,"abstract":"","PeriodicalId":282638,"journal":{"name":"Video-based Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121368764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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