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

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JournalZeitschrift für Erziehungswissenschaft
DateAccepted/In press - 3 Aug 2016
DateE-pub ahead of print - 1 Feb 2017
DatePublished (current) - 27 Feb 2017
Issue number1
Volume20
Number of pages26
Pages (from-to)49-74
Early online date1/02/17
Original languageEnglish

Abstract

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.

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