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Collaborative Video-Based Action Research Studies to Assess Classroom Teaching Performances and Improve Educator Programs: A Model Research Approach
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Author(s): Linda A. Catelli (Queens College of the City University of New York (CUNY), USA), Joan Carlino (North Babylon School District, USA), GinaMarie Petraglia (North Babylon School District, USA), Patricia Godek (North Babylon School District, USA)and Valerie Jackson (North Babylon School District, USA)
Copyright: 2019
Pages: 16
Source title:
Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7305-0.ch047
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Abstract
Race to the Top (RttT) reforms in States around the nation have initiated changes in the way teachers are evaluated and in the way new teachers are certified. The focus of this chapter is on sets of video-based action research studies aimed at analyzing and assessing classroom teaching performances and evaluating program effectiveness in a Professional Development School (PDS) partnership setting. The studies were part of a larger longitudinal research project begun in 1998. Authors present selected sets of studies as exemplars of a model research approach for continually changing and improving classroom teaching and the PDS's integrative pre-and inservice teacher education program. Readers are provided with the research and inquiry questions of the studies, key findings, and how findings were used to provide evidence of program effectiveness.
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