Video-Based Observations for Examining Changes in Classroom Practice

• In Event: Classroom Observation and Instructional Change

Abstract

Repeated classroom observations with validated measures represent an important strategy for documenting changes in practice in connection with professional learning activities. Evidence supports the validity and reliability of video observation approaches as well as in-person approaches. This study examines results of repeated observations using video recording and two observation instruments, the Instructional Quality Assessments and the CLASS, to examine changes in practice linked to professional learning. By gathering baseline and follow-up observations from 24 teachers at grades K-3, we documented differences in practice around academic rigor and discourse linked to group membership (treatment or comparison) and time.

Authors

• Catherine A. Little, University of Connecticut

• Rebecca O'Brien, Whitworth University

• Rachael Ann Cody, Oregon State University

• Kelly L. Kearney, University of Connecticut