Teachers' analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge

Nicole B. Kersting, Karen B. Givvin, Francisco L. Sotelo, James W. Stigler

Research output: Contribution to journalArticle

130 Scopus citations

Abstract

This study explores the relationship between teacher knowledge and student learning in the area of mathematics by developing and evaluating an innovative approach to assessing teacher knowledge. This approach is based on teachers' analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written comments on the interactions of the teacher, students, and content. The quality of teachers' analyses, coded using an objective rubric, are shown to be reliable and valid, relating both to another widely used measure of teacher knowledge and to teachers' own students' learning (from pre- to posttest).

Original languageEnglish (US)
Pages (from-to)172-181
Number of pages10
JournalJournal of Teacher Education
Volume61
Issue number1-2
DOIs
StatePublished - Jan 1 2010

Keywords

  • Assessment
  • Mathematics
  • Student learning
  • Teacher knowledge
  • Video

ASJC Scopus subject areas

  • Education

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