Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking
| Autor: | Robert M. Klassen, Anna-Katharina Praetorius, Nora McIntyre |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
media_common.quotation_subject
education 05 social sciences 050301 education Cognition 050105 experimental psychology Education Mathematics education Eye tracking 0501 psychology and cognitive sciences Observational study Relevance (information retrieval) Quality (business) Reactivity (psychology) Psychology 0503 education Video based Social psychology media_common |
| Zdroj: | Zeitschrift für Erziehungswissenschaft. 20:49-74 |
| ISSN: | 1862-5215 1434-663X |
| DOI: | 10.1007/s11618-017-0729-3 |
| Popis: | One prominent problem of conducting observational assessments of teaching quality is the possibility of reactivity effects. To date, the issue of reactivity has received limited empirical attention. The present study, therefore, investigated reactivity in 447 students from 24 classes as well as their 12 teachers. We compared reactivity during lessons that were video-recorded with those that were not: according to t‑test analyses of teacher ratings and MIMIC analyses of student ratings, no significant differences emerged in teaching quality or teaching practices. Significant differences were found in teacher and student emotions, as well as in student cognition and behavior. Supplementary eye-tracking analyses indicated reactivity depleted after 1 min 20 s. The results are discussed with respect to their relevance for future video studies on classroom instruction. |
| Databáze: | OpenAIRE |
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