Using Video to Assess Teaching Performance - Hong, Carrie Eunyoung

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Résumé :
Acknowledgements Introduction Chapter One: Video Analysis in Teacher Education: Overview and Framework Video Technology Redefines Teacher Education Video Analysis in Teacher Education Benefits of Video Analysis Limitations of Video Conceptual Framework for Effective Video Analysis Key Content of Chapter One Chapter Two: Video Recording and Analysis for edTPA Assessment of Performance-Based Teaching Practice Evidence of Teaching Practice in edTPA Assessment Planning, Instruction and Assessment Instructing and Engaging Students in Learning Assessing Student Learning Analysis of Teaching Effectiveness Academic Language Development Strategies for Effective Video Recording A Case Study of Effective Video Analysis: Tom A Case Study of Effective Video Analysis: Jessica Key Content of Chapter Two Chapter Three: Collaborative Strategies for edTPA Video Recording and Analysis Role of the Field Supervisor Role of the Cooperating Teacher Effective Use of Peer Support Role of the Teacher Candidate Deciding What to Video Record Creation of a Checklist Preparing the Classroom for Video Recording Students Without Permission to Appear on Video Last Considerations for Video Recording Summary and Closing Thoughts Key Content of Chapter Three Chapter Four: Technologies for Creating a Demonstration Teaching Video Preparation Recording Camera and Camcorder Smartphones/Mobile Devices Laptop Action Camera Accessories: Microphone Accessories: Tripod Accessories: Wide-angle Lenses Accessories: Stabilizer Testing Before Recording Other Things to Consider Other Useful Links Editing Uploading On Line Video edTPA Video Key Content of Chapter Four Index About the Authors...

Biographie:

Carrie Eunyoung Hong, Ph.D. is associate professor in the department of Educational Leadership and Professional Studies at William Paterson University of New Jersey. Her research interests include balanced literacy, literacy teacher education, and teacher preparation to work with culturally and linguistically diverse learners.

Irene Van Riper, Ed. D. is a teacher educator, consultant, researcher and author in all levels of education from early childhood and middle school, to higher education as a professor of special education and literacy. She was instrumental in developing a graduate program in Autism education and has earned Associate level certification from the Academy of Orton-Gillingham Practitioners and Educators. Her research interests include dyslexia, executive functioning, and teacher preparation.