Examining the Use of Video Analysis on Teacher Instruction and Teacher Outcomes

The purpose of this meta-analysis was to examine the literature base of single-case research design studies using video analysis to determine its effectiveness on teacher outcomes. Primary, ancestral, citation, and first author searches identified 12,047 dissertations and peer-reviewed articles publ...

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Published inThe Journal of special education Vol. 57; no. 2; pp. 83 - 93
Main Authors Meline, McKenzie, Harn, Beth, Jamgochian, Elisa, Stickland-Cohen, M. Kathleen, Linan-Thompson, Sylvia, Lucero, Audrey
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.08.2023
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Doctoral Dissertations
Effect Size
Evaluation Methods
Evidence Based Practice
Generalizability
Meta Analysis
Pedagogy
Positive Reinforcement
Praise
Program Effectiveness
Program Implementation
Research Design
Special education
Statistical analysis
Teacher Behavior
Teacher education
Teacher Effectiveness
Teacher Evaluation
Teachers
Video
Video Technology
single-subject designs
meta-analyses
video analysis
professional development
teacher quality
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Summary:The purpose of this meta-analysis was to examine the literature base of single-case research design studies using video analysis to determine its effectiveness on teacher outcomes. Primary, ancestral, citation, and first author searches identified 12,047 dissertations and peer-reviewed articles published from 2010 to 2020. Each study (n = 24) was scored on its adherence to the What Works Clearinghouse design quality standards. A total of 16 articles were reviewed for statistical analysis, in which a between-case standardized mean difference was used to calculate effect sizes. Results indicate praise (n = 6; g = 2.66–0.37) and implementation (n = 6; g = 3.64–1.07) had effect sizes that continue to define video analysis as a promising practice. Recommendations for future practice include improving the methodological rigor of studies and increasing sample size to prove the generalizability of video analysis. Addressing these recommendations will support video analysis becoming an evidence-based practice (EBP) for educator development.
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ISSN:0022-4669
1538-4764
DOI:10.1177/00224669221133773