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Fourth Friday Research Talk: Online Video-Based Instructional Intervention for Math Teachers, and Accuracy of Judgments of Learning with Seminary Teachers

October 25, 2019 @ 2:30 pm - 4:00 pm MDT

Fourth Friday Research Talks

Tatia Totorica, Laurie Cavey, and Michele Carney
The Iterative Design of an Online Video-Based Instructional Intervention for Secondary Mathematics Teacher Preparation

Our Video Case Analysis of Student Thinking (VCAST) project is a 4-year, design based development and implementation project funded by NSF as part of its engaged student learning track of the Improving Undergraduate STEM Education: Education and Human Resources program. Carefully attending to students’ mathematical ideas is challenging, especially for novice teachers. To address this, we have developed an online video-based instructional intervention that features video cases of students solving quantitative reasoning tasks. In this talk, we briefly describe the theoretical framework guiding our work, our development and iterative testing of an online video-based instructional intervention, and some design lessons we have learned during the first few years of this process.

 

Kyle Lyons
How Accurately Can Seminary Teachers Predict Student Achievement?
Teachers make a variety of judgments as they teach. The accuracy of these judgments may influence instruction and student achievement. The present investigation examined (a) how accurately Seminary and Institute (S&I) teachers judge student learning, (b) what cues S&I teachers report using to judge student learning, and (c) how cue utilization affects the accuracy of judgments of student learning. The research showed the accuracy of judgments for seminary teachers was significantly lower than the average judgment accuracy reported in a recent review of teacher judgment literature (Südkampet al., 2012). The cues teachers self-reported using for judging student learning fell into four categories: class performance, personal attributes, external factors, and class behavior. Judgment accuracy was greater for teachers who reported using cues related to class performance than for those who did not. Judgment accuracy was greater for those who did not report using personal attributes as a cue than for those who did. These results are explained in the context of the cue-utilization framework (Koriat, 1997).

About Fourth Friday Research Talks: Join College of Education faculty and doctoral students every fourth Friday of the month to learn about current research and provide feedback. The Research Talks are collaborative, informal, and intended to be a place to share ideas. Everyone is welcome.

Each month, faculty and doctoral students share their research and receive constructive feedback on work to be presented at an upcoming conference, written work developed for submission to publication, or work planned for the future.