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schools. As the study authors note,
The video study approach provides many unique advantages for understanding classroom activity. Video study is [like live classroom observation] also an intrusive methodology, and some argue that it may be even more intrusive than live observation, especially when it is done in a community where video-taping is not common. But experience has shown that while students (and their teachers) may be distracted by the video-taping equipment in the beginning of the lesson, this distraction may lapse soon after the lesson begins; if video-taping is done in consecutive lessons, then the e?ect of the presence of the camera is negligible from the second lesson onward. In this sense, videotaping may be less intrusive than live observation, especially if the latter involves more than one observer.
The advantages of video study are many and make it an extremely powerful methodology for studying the instructional practices of teachers:
a. Different observers may focus on the same video as the basis of a shared analysis. This increases inter-rater reliability, and if the required level of reliability is not achieved initially, further training of observers may be conducted to increase the reliability.
b. The use of multiple cameras may allow different aspects of the classroom to be captured simultaneously, and synchronization and the use of a mixer will enable the di?erent aspects to be related to each other.
c. Since the videos are permaschools. As the study authors note,
The video study approach provides many unique advantages for understanding classroom activity. Video study is [like live classroom observation] also an intrusive methodology, and some argue that it may be even more intrusive than live observation, especially when it is done in a community where video-taping is not common. But experience has shown that while students (and their teachers) may be distracted by the video-taping equipment in the beginning of the lesson, this distraction may lapse soon after the lesson begins; if video-taping is done in consecutive lessons, then the e?ect of the presence of the camera is negligible from the second lesson onward. In this sense, videotaping may be less intrusive than live observation, especially if the latter involves more than one observer.
The advantages of video study are many and make it an extremely powerful methodology for studying the instructional practices of teachers:
a. Different observers may focus on the same video as the basis of a shared analysis. This increases inter-rater reliability, and if the required level of reliability is not achieved initially, further training of observers may be conducted to increase the reliability.
b. The use of multiple cameras may allow different aspects of the classroom to be captured simultaneously, and synchronization and the use of a mixer will enable the di?erent aspects to be related to each other.
c. Since the videos are permanent records of classroom activities, multiple analyses may be performed. The videos may be analyzed repeatedly, at any time and in any place.
d. The videos may be paused, rewound, fast-forwarded, etc., for further analysis.nent records of classroom activities, multiple analyses may be performed. The videos may be analyzed repeatedly, at any time and in any place.
d. The videos may be paused, rewound, fast-forwarded, etc., for further analysis.
