Opening Windows Onto Classrooms: Promises And Challenges In The Design Of Video Cases For Professional Development In Mathematics And Science

Authors

Dr. Mark St. John, Dr. Laura Stokes
With assistance from Tamara Evans, Dawn Huntwork, Mary Regan, Inverness Research Inc.

Purpose

In February 2002, a group of researchers and professional developers gathered at the BSCS offices in Colorado Springs to reflect on the potential of video cases to foster teacher learning. These cases are part of a broader effort by NSF and others to support development of curricular materials and resources for professional development purposes.

Three producers of video-based professional development demonstrated their work as examples that could serve as a focal point for conference discussion and reflection:

• Video Cases for Mathematics Professional Development project, led by Judy Mumme and Nanette Seago;
• LessonLab software platform for videos from the TIMSS-R Video project, led by Jim Stigler, Stephen Druker, and Kathy Roth; and
• Video workshops produced by Harvard-Smithsonian’s Center for Astrophysics for the Annenberg/CPB project, led by Nancy Finkelstein.

Four questions framed the group’s discussion:

1. What goals are driving the development of video cases for teacher development in math and science?
2. What theories and beliefs underlie the design of video cases?
3. What design challenges are inherent to the creation of video cases as professional development tools and curriculum?
4. What are the characteristics of current prototypes of video cases, and what are their advantages and disadvantages?

This monograph captures the major ideas that emerged in the discussions and reflections of conference participants. Our hope is that the monograph can make a contribution to the research and development effort in which these projects are engaged.

Intended Audience

Mathematics Educators, Science Educators, Professional Developers for Mathematics and Science, School and District Administrators, Reform Leaders, and general public.

Funded By

This report was prepared with support from the National Science Foundation under grant number ESI-0092547.

Disclaimer

Any and all errors are claimed by the authors of this document, Inverness Research Associates

Date published

July 2003

Distribution Policy

Inverness Research Inc. grants permission to print and distribute copies.

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Full report (pp. 30) | References (pp. 12)