Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking
Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking
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基于视频的课堂研究中的反应效应：使用教师和学生问卷以及教师眼动追踪进行的调查
DOI：
10.1007/s11618-017-0729-3
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Praetorius A
中科院分区：
文献类型：
--
作者：
Praetorius A
对教学质量进行观察性评估的一个突出问题是反应性效应的可能性。到目前为止，反应性问题得到的经验关注有限。因此，本研究调查了来自24个班级的447名学生及其12名教师的反应性。我们比较了有录像和没有录像的课程中的反应性：根据对教师评级的t检验分析和对学生评级的模仿分析，在教学质量或教学实践中没有出现显著差异。在教师和学生的情绪以及学生的认知和行为上存在显著差异。辅助性眼动跟踪分析表明，在1 分钟20 S之后，反应性耗尽。该结果与未来课堂教学视频研究的相关性进行了讨论。
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.
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影响因子：
6.2
作者：
Praetorius;Reusser;Rakoczy;Klieme
通讯作者：
Klieme
影响因子：
3.3
作者：
J. Stigler
通讯作者：
J. Stigler
DOI：
10.1007/bf02656691
发表时间：
2003
期刊：
Journal of experimental psychology. Applied
影响因子：
--
作者：
Dominik Petko;Monika Waldis;C. Pauli;Kurt Reusser
通讯作者：
Kurt Reusser
课堂上观察者的影响。
影响因子：
4.9
作者：
J. Masling;G. Stern
通讯作者：
G. Stern
实时视频课堂观察：减少收集观察信息以促进教师专业发展反应的有效方法
影响因子：
4
作者：
Jiwen Liang
通讯作者：
Jiwen Liang