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The Effectiveness of Using Video Recordings in an Adapted Lesson Study Project to Improve Reflective Practices and Early Childhood Math and Science Integrated Lessons
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, , University of Houston - Clear Lake, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined the impact of utilizing video recordings of early math and science integrated lessons within an adapted Lesson Study model to improve the quality of lessons and strengthen collaborative, reflective practices among early childhood teachers in training. Participants were undergraduate students enrolled in an early childhood math and science course. The adapted Lesson Study model was developed by the instructor to be utilized for a field-based project within the course. The study used a mixed-methods, action research model. Lesson Plans of six collaborative groups of participants were quantitatively evaluated using a rubric and reflection notes were analyzed using content analysis. In addition, an open-ended questionnaire was used to determine the change in individual participant beliefs about the lesson planning process. Results indicate that the use of video recordings improved the quality of the lessons and strengthened collaboration and reflective practices among participants.

Citation

Jain, P. & Brown, A. (2018). The Effectiveness of Using Video Recordings in an Adapted Lesson Study Project to Improve Reflective Practices and Early Childhood Math and Science Integrated Lessons. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1184-1189). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2019 from .

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