Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking.

TY - JOUR

T1 - Reactivity effects in video-based classroom research:

T2 - an investigation using teacher and student questionnaires as well as teacher eye-tracking.

AU - Praetorius, Anna

AU - McIntyre, Nora Ann

AU - Klassen, Robert Mark

N1 - © Springer Fachmedien Wiesbaden 2017. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.

PY - 2017/2/27

Y1 - 2017/2/27

N2 - 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: accord-ing to t-test analyses of teacher ratings and MIMIC analyses of student ratings, nosignificant differences emerged in teaching quality or teaching practices. Significantdifferences we re 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.

AB - 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: accord-ing to t-test analyses of teacher ratings and MIMIC analyses of student ratings, nosignificant differences emerged in teaching quality or teaching practices. Significantdifferences we re 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.

U2 - 10.1007/s11618-017-0729-3

DO - 10.1007/s11618-017-0729-3

M3 - Article

VL - 20

SP - 49

EP - 74

JO - Zeitschrift für Erziehungswissenschaft

JF - Zeitschrift für Erziehungswissenschaft

IS - 1

ER -