A Systematic Review of Single-Case Research on Video Analysis as Professional Development for Special Educators

Studies using video analysis are being reported more frequently in the literature. Although the body of research suggests that video analysis is effective for changing educators’ instructional practices, questions regarding for whom and under what circumstances it is most effective still remain. Thi...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of Special Education 2019-05, Vol.53 (1), p.3-14
Main Authors: Morin, Kristi L., Ganz, Jennifer B., Vannest, Kimberly J., Haas, April N., Nagro, Sarah A., Peltier, Corey J., Fuller, Marcus C., Ura, Sara K.
Format: Article
Language:English
Subjects:
Analysis
Authentic Learning
Beginning Teachers
Dissertations & theses
Educational Practices
Elementary Education
Faculty Development
Frogs
Instructional Effectiveness
Instructional Improvement
Meta-analysis
Professional development
Research Design
Special Education Teachers
Systematic review
Teacher Attitudes
Teacher Characteristics
Teachers
Teaching Methods
Video Technology
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Studies using video analysis are being reported more frequently in the literature. Although the body of research suggests that video analysis is effective for changing educators’ instructional practices, questions regarding for whom and under what circumstances it is most effective still remain. This meta-analysis reports on the overall effectiveness of video analysis when used with special educators, as well as on moderator analyses related to participant and instructional characteristics. Tau-U, a nonparametric effect size commonly used in single-case research, was used to aggregate the results from 191 AB phase contrasts across 12 dissertations and 18 peer-reviewed publications. A total of 111 participants across 69 single-case design experiments are reflected in the results. Overall, results indicate that video analysis is effective for changing the instructional practices of special educators and that it can be used across a variety of settings and with a diverse group of educators.
ISSN:0022-4669
1538-4764
DOI:10.1177/0022466918798361