scholarly journals Can Video Technology Improve Teacher Evaluations? An Experimental Study

2020 ◽  
Vol 15 (3) ◽  
pp. 397-427
Author(s):  
Thomas J. Kane ◽  
David Blazar ◽  
Hunter Gehlbach ◽  
Miriam Greenberg ◽  
David M. Quinn ◽  
...  
Keyword(s):  
Teacher Evaluation ◽  
Student Outcomes ◽  
Teacher Evaluations ◽  
Video Feedback ◽  
Classroom Observations ◽  
Control Group ◽  
Education Reforms ◽  
Video Technology ◽  
Teacher Observations ◽  
Specific Practice

Teacher evaluation reform has been among the most controversial education reforms in recent years. It also is one of the costliest in terms of the time teachers and principals must spend on classroom observations. We conducted a randomized field trial at four sites to evaluate whether substituting teacher-collected videos for in-person observations could improve the value of teacher observations for teachers, administrators, or students. Relative to teachers in the control group who participated in standard in-person observations, teachers in the video-based treatment group reported that post-observation meetings were more “supportive” and they were more able to identify a specific practice they changed afterward. Treatment principals were able to shift their observation work to noninstructional times. The program also substantially increased teacher retention. Nevertheless, the intervention did not improve students’ academic achievement or self-reported classroom experiences, either in the year of the intervention or for the next cohort of students. Following from the literature on observation and feedback cycles in low-stakes settings, we hypothesize that to improve student outcomes schools may need to pair video feedback with more specific supports for desired changes in practice.

Mapping America’s teacher evaluation plans under ESSA

2019 ◽  
Vol 101 (2) ◽  
pp. 22-26 ◽  
Author(s):  
Kevin Close ◽  
Audrey Amrein-Beardsley ◽  
Clarin Collins
Keyword(s):  
No Child Left Behind ◽  
Teacher Evaluation ◽  
Local Control ◽  
Value Added ◽  
Teacher Evaluations ◽  
Left Behind ◽  
Teacher Observations ◽  
Student Learning Objectives ◽  
Teacher Evaluation Systems ◽  
Every Student Succeeds Act

In 2016, the federal government proposed and adopted the Every Student Succeeds Act, which retracted the federal government’s prior control over states’ teacher evaluation systems, permitting more local control. Kevin Close, Audrey Amrein-Beardsley, and Clarin Collins collected information from states to determine the degree to which states were shifting away from the value-added models (VAMs) that were ascendant under No Child Left Behind and Race to the Top and to understand what kinds of evaluation methods they are employing instead. States do appear to be moving slowly away from VAMs, continuing to use teacher observations, and incorporating student learning objectives as growth measures. Local control and more formative use of teacher evaluations also appear to be on the rise.

scholarly journals Distance Motor Learning during the COVID-19 Induced Confinement: Video Feedback with a Pedagogical Activity Improves the Snatch Technique in Young Athletes

2021 ◽  
Vol 18 (6) ◽  
pp. 3069
Author(s):  
Mohamed Abdelkader Souissi ◽  
Achraf Ammar ◽  
Omar Trabelsi ◽  
Jordan M. Glenn ◽  
Omar Boukhris ◽  
...  
Keyword(s):  
Retention Test ◽  
Horizontal Displacement ◽  
Test Session ◽  
Video Feedback ◽  
Control Group ◽  
Maximum Height ◽  
Kinematic Parameters ◽  
School Aged Children ◽  
Cohen’S D ◽  
Cohen's D

The purpose of the present study was to investigate which of two strategies, Video Feedback with Pedagogical Activity (VF-PA) or Video Feedback (VF), would be more beneficial for the remote error correction of the snatch weightlifting technique during the confinement period. Thirty-five school aged children with at least three months of weightlifting experience were randomized to one of three training conditions: VF-PA, VF or the Control group (CONT). Subjects underwent test sessions one week before (T0) and one day after (T1) a six-session training period and a retention test session a week later (T2). During each test session, the Kinovea version 0.8.15 software measured the kinematic parameters of the snatch performance. Following distance learning sessions (T1), the VF-PA improved various kinematic parameters (i.e., barbell horizontal displacements, maximum height, looping and symmetry) compared with T0 (p < 0.5; Cohen’s d = 0.58–1.1). Most of these improvements were maintained during the retention test (T2) (p<0.01, Cohen’s d = 1.2–1.3) when compared withT0. However, the VF group improved only twoparameters (i.e., barbell symmetry and horizontal displacement) at T1 (p < 0.05; Cohen’s d = 0.9), which were not maintained at T2. Better horizontal displacement and looping values were registered during the retention test in the VF-PA group compared with theCONT group (p < 0.05, Cohen’s d = 1.49–1.52). The present findings suggest combining video feedback with pedagogical activity during the pandemic induced online coaching or physical education to improve movement learning in school aged children.

scholarly journals Investigating the Effects of Brain Respiration on Children’s Behavior

2009 ◽  
Vol 4 (2) ◽  
pp. 46-61
Author(s):  
Geoffrey K. Leigh ◽  
Cynthia Robinson ◽  
Steven Bernard Hollingsworth
Keyword(s):  
Treatment Group ◽  
Self Report ◽  
Fifth Grade ◽  
Control Group ◽  
Control Groups ◽  
Teacher Observations ◽  
Fifth Grade Students ◽  
Math Scores ◽  
Reading And Math ◽  
Post Test

Building on the increasing number of programs designed to enhance brain development, a program developed in Korea, Brain Respiration, was adapted to a school in Nevada. Classes were offered twice weekly to a class of fourth and fifth grade students with control group classes assessed in the same school. Self-report surveys, teacher observations, and standardized reading and math scores were used to determine effects of the program on the students. Some differences were found in the pretest for the survey and the observation, with control groups scoring higher. There were differences in some post-test scores, with treatment group children scoring higher when differences did occur. There also were differences in the reading and math scores, with control groups scoring higher than the overall treatment group, but not higher when compared to those actively participating in the program. Such differences are discussed as well as other issues possibly influencing the effects.

scholarly journals Helping to realize “computer science for all”: Student outcomes of self-pacing in introductory programming courses

2016 ◽  
Vol 8 ◽  
Author(s):  
Jaime Lester
Keyword(s):  
Computer Science ◽  
Self Report ◽  
Experimental Methodology ◽  
Classroom Observations ◽  
Control Group ◽  
Introductory Programming ◽  
Quasi Experimental ◽  
The Impact ◽  
Introductory Programming Courses ◽  
Programming Courses

Sparked by a series of national campaigns to increase interest in computer science, computer science departments are inundated with students who are interested in learning how to program. Despite the interest, introductory computer science course have relatively low completion rates (approximately 55% at Mason) and high rates of academic integrity violations. In response to this environment, the Computer Science department at Mason received an external grant to redesign their introductory programming courses to a self-paced, flipped format. Implementation began in Fall 2015 with a quasi-experimental methodology that tracks students from an experimental course and a control group (those who took more traditional introductory CS courses) over the course of the semester. Data collected includes grades on assignments, self-report surveys, and classroom observations.  The purpose of this study is to examine the impact of a self-paced, flipped curricular design in an introductory experiential computer science course on the immediate (in course) completion.   In this short lightning talk, we will present data from student surveys and classroom observations identifying any difference across the control and experimental groups. Preliminary results identify a significant increase in student completion upwards of a 20% difference across the groups. In addition to increasing knowledge of the impact of self-paced courses on student retention and success in computer science, we offer an alternative method to collect data on classroom observations via the Real-time Observation Classroom Application (ROCA). ROCA allows for efficient data collection and comparison of specific pedagogies to student engagement measures.  

Learning from Teacher Observations: Challenges and Opportunities Posed by New Teacher Evaluation Systems

2013 ◽  
Vol 83 (2) ◽  
pp. 371-384 ◽  
Author(s):  
Heather Hill ◽  
Pam Grossman
Keyword(s):  
Teacher Evaluation ◽  
Instructional Practice ◽  
New Teacher ◽  
Teacher Observation ◽  
Evaluation Systems ◽  
Teacher Observations ◽  
Challenges And Opportunities ◽  
Observation Instruments ◽  
Teacher Evaluation Systems ◽  
New Teacher Evaluation

In this article, Heather C. Hill and Pam Grossman discuss the current focus on using teacher observation instruments as part of new teacher evaluation systems being considered and implemented by states and districts. They argue that if these teacher observation instruments are to achieve the goal of supporting teachers in improving instructional practice, they must be subject-specific, involve content experts in the process of observation, and provide information that is both accurate and useful for teachers. They discuss the instruments themselves, raters and system design, and timing of and feedback from the observations. They conclude by outlining the challenges that policy makers face in designing observation systems that will work to improve instructional practice at scale.

Examining the demands of teacher evaluation: time use, strain and turnover among Tennessee school administrators

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Seth B. Hunter ◽  
Luis A. Rodriguez
Keyword(s):  
Teacher Evaluation ◽  
Time Use ◽  
Evaluation System ◽  
School Administrators ◽  
Job Demands ◽  
Unintended Consequences ◽  
School Administrator ◽  
Content Type ◽  
Teacher Observations ◽  
Over Time

PurposeRecent teacher evaluation reforms around the globe substantially increased the number of teacher observations, consequently raising observers' (typically school administrators') observational loads. The purpose of this study is to examine associations between observational loads and school administrator turnover, reported time use and strain.Design/methodology/approachThe study uses education administrative data from the state of Tennessee to examine the link between observational loads and school administrator outcomes of interest. The results present credible regression estimates that isolate variation in observational loads within schools over time and within observers over time.FindingsThe evidence suggests individual school administrators allocate a set amount of time to observations that is insensitive to observational load and seemingly assign observations to colleagues strategically. School administrator reports do not suggest observational loads are associated with negative unintended consequences on administrator strain or observer turnover.Originality/valueThe study contributes to the literature on teacher evaluation by shedding light on how the constraints posed by an evaluation system may affect the work of school administrators. It also extends the job demands-resources theory that describes worker responses to new job demands.

scholarly journals Is it possible to improve early childhood development with a video-feedback intervention directed at the mother-father-child triad?

2019 ◽  
Vol 22 (2) ◽  
Author(s):  
Marcia Olhaberry ◽  
María José León ◽  
Catalina Sieverson ◽  
Marta Escobar ◽  
Daniela Iribarren ◽  
...  
Keyword(s):  
Early Childhood ◽  
Family Relationships ◽  
Early Childhood Development ◽  
Video Feedback ◽  
Early Years ◽  
Childhood Development ◽  
Psychomotor Development ◽  
Fine Motor ◽  
Control Group ◽  
Social Emotional Development

Relationships with primary caregivers provide the context for early childhood development, and evaluating those relationships during the early years can detect difficulties that may influence future mental health. Video feedback is a valuable intervention tool in early childhood, both for family relationships and child development. An intervention was implemented using this technique, focused on mother-father-child triads that were experiencing difficulties in social-emotional development. Participants were 80 mother-fatherinfant triads (experimental group, EG=40, control group, CG=40), with children between 1 and 3 years old. Socio-emotional difficulties decreased significantly in the children who received the intervention (Wilks λ=0.930, F (1, 78)=5.907; P=.017). There was also an increase in psychomotor development in communication (Wilks λ=0.948, F (1, 78) =4.284; P=.042) and fine motor skills (Wilks λ=0.875, F (1, 78)=11.185; P=.001) in children in the EG compared with children in the CG.

scholarly journals Talking Our Way Around Expert Caution: A Rhetorical Analysis of VAM

2018 ◽  
Vol 48 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Glory Tobiason
Keyword(s):  
Decision Making ◽  
Teacher Evaluation ◽  
Rhetorical Analysis ◽  
Value Added ◽  
Education Reforms ◽  
Use Value ◽  
Persuasive Strategies ◽  
Political Speeches ◽  
Public Decision

This study turns a rhetorical lens on the debate about how best to use value-added modeling (VAM) in teacher evaluation by addressing the question, Which arguments legitimize the dismissal of expert caution about proposed education reforms? My rhetorical analysis of a corpus of nonacademic texts (e.g., newspapers, magazines, political speeches) reveals three persuasive strategies that function to get around technical concerns about VAM. By pointing out these strategies and explaining how they work, the study disrupts their persuasive potential and suggests a potentially overlooked role of expertise in public decision making.

scholarly journals Games Centered Approaches in Teaching Children & Adolescents: Systematic Review of Associated Student Outcomes

2015 ◽  
Vol 34 (1) ◽  
pp. 36-58 ◽  
Author(s):  
Andrew Miller
Keyword(s):  
Systematic Review ◽  
Decision Making ◽  
Student Outcomes ◽  
Procedural Knowledge ◽  
Experimental Studies ◽  
Weight Of Evidence ◽  
Control Group ◽  
Play Skills ◽  
Game Play ◽  
Level Of Evidence

The purpose of this systematic review was to investigate the weight of scientific evidence regarding student outcomes (physical, cognitive and affective) of a Game Centered Approach (GCA) when the quality of a study was taken into account in the interpretation of collective findings. A systematic search of five electronic databases (Sports Discuss, ERIC, A+ Education, PsychInfo and PROQUEST Education) was conducted from their year of inception to 30 January 2014. Included studies were longitudinal or experimental/quasi-experimental studies involving children or adolescents that quantitatively assessed (using repeat measures and/or comparison with a control group) the effects upon student outcomes when an intervention involved the use of a GCA. The search identified 15 articles examining the effects of GCA on student outcomes that met the criteria for inclusion. The weight of evidence provided by the included studies identified an association between a GCA and the outcomes of declarative knowledge, support during game play and affective outcomes of perceived competence, interest/enjoyment and effort/importance. Development of technical skill, procedural knowledge and game play skills of decision making and skill execution are not supported by the level of evidence currently provided. Intervention volume appears to have a large effect on the development of game based decision making and skill execution, with a positive association between these outcomes and use of GCA interventions greater than eight hours in volume. More longitudinal and intervention research examining the use of a GCA and potential psychological, physiological and behavioral outcomes in children and adolescents is recommended.

scholarly journals The Effects of Video Feedback on Coaches’ Behavior and the Coach-Athlete Relationship

2010 ◽  
Vol 4 (4) ◽  
pp. 323-340 ◽  
Author(s):  
Mathieu Simon Paul Meeûs ◽  
Sidónio Serpa ◽  
Bert De Cuyper
Keyword(s):  
Repeated Measures ◽  
Intervention Group ◽  
Video Feedback ◽  
Assessment System ◽  
Control Group ◽  
Positive Effects ◽  
Frequency Table ◽  
Coaching Behavior ◽  
Intervention Condition ◽  
Over Time

This study examined the effects of video feedback on the nonverbal behavior of handball coaches, and athletes’ and coaches’ anxieties and perceptions. One intervention group (49 participants) and one control group (63 participants) completed the Coaching Behavior Assessment System, Coaching Behavior Questionnaire, and Competitive State Anxiety Inventory-2 on two separate occasions, with 7 weeks of elapsed time between each administration. Coaches in the intervention condition received video feedback and a frequency table with a comparison of their personal answers and their team’s answers on the CB AS. Repeated-measures ANOVAs showed that over time, athletes in the intervention group reported significantly less anxiety and perceived their coaches significantly more positively compared with athletes in the nonintervention condition. Over time, coaches in the intervention group perceived themselves significantly more positively than coaches in the nonintervention condition. Compared with field athletes, goalkeepers were significantly more anxious and perceived their coaches less positively. It is concluded that an intervention using video feedback might have positive effects on anxiety and coach perception and that field athletes and goalkeepers possess different profiles.

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