Differential Effects of Video Analysis Related to Intervention Characteristics, Dependent Variables, and Student Outcomes

• In Event: Using Technology to Build Inclusive and Democratic Pedagogies

Abstract

Video analysis is effective for changing the instructional practices of educators in different settings and contexts; however, questions remain regarding whether (a) intervention characteristics moderate the results, (b) effects are differentiated by type of dependent variable, and (c) student outcomes improve when video analysis is used to improve educators’ skills. This meta-analysis reports the impact that video analysis has on student outcomes and the differential impact on educator outcomes by dependent variable and implementation variables. A total of 30 publications reported educator outcomes and are included in moderator analyses; of these, 12 publications reported student outcomes. Results are positive and indicate that video analysis is effective for improving student outcomes and that it can be implemented in different ways.

Authors

• Kristi Morin, Lehigh University

• Sarah Nagro, George Mason University

• April Haas, Texas A&M University - College Station

• Kimberly J. Vannest, University of Vermont

• Jonet Artis, University of North Carolina - Chapel Hill

• Jennifer B. Ganz, Texas A&M University - College Station