Search results for author:"James W Stigler"
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International Journal of Educational Research Vol. 31, No. 8 (1999) pp. 725–734
Although video has been used for small, qualitative case studies, it has almost never been used as a medium for large-scale data collection. A major reason has been the practical problems involved in the management and analysis of video information. ...
Learning and Instruction Vol. 52, No. 1 (December 2017) pp. 122–129
Explanations are used as indicators of understanding in mathematics, and conceptual explanations are often taken to signal deeper understanding of a domain than more superficial explanations. However, students who are able to produce a conceptual...
Automated Scoring of Teachers' Open-Ended Responses to Video Prompts: Bringing the Classroom-Video-Analysis Assessment to Scale
Educational and Psychological Measurement Vol. 74, No. 6 (December 2014) pp. 950–974
In this study, we explored the potential for machine scoring of short written responses to the Classroom-Video-Analysis (CVA) assessment, which is designed to measure teachers' usable mathematics teaching knowledge. We created naïve Bayes...
Integrating qualitative and quantitative approaches to the analysis of video data on classroom teaching
International Journal of Educational Research Vol. 31, No. 8 (1999) pp. 717–724
Video data provide a means of integrating quantitative and qualitative approaches to the study of classroom teaching. This chapter begins by discussing the usefulness of integrating quantitative and qualitative analyses, and then describes how large-...
Measuring Usable Knowledge: Teachers' Analyses of Mathematics Classroom Videos Predict Teaching Quality and Student Learning
American Educational Research Journal Vol. 49, No. 3 (June 2012) pp. 568–589
This study explores the relationships between teacher knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing teacher knowledge based on teachers'...