Videobased Lesson Analysis: Effective Science PD for Teacher and Student Learning

By Kathleen J. Roth, H. Garnier, Catherine Chen, Meike Lemmens, K. Schwille, Nicole I. Z. Wickler. 2011

356 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/3e167e1d76ac18b64fee16a537aa9f903ab88a11

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. M. Kennedy
2. William R. Penuel
3. Jessica J. Thompson
4. Hosun Kang
5. Mark Windschitl
6. Mary Kennedy
7. Melissa Braaten
8. V. Talanquer

In General Agricultural and Biological Sciences

1. William R. Penuel
2. Barry J. Fishman
3. C. Dede
4. V. Talanquer
5. Elizabeth A. Davis
6. B. Crawford

Citations in the corpus

• Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “Numerous research studies relate teachers' PD participation with increases in teachers’ knowledge and skills and changes in teaching practices (e.g., Banilower, Heck, & Weiss, 2007; Fishman et al., 2013; Penuel et al., 2011; Roth et al., 2011).”
• Developing a Theory of Ambitious Early-Career Teacher Practice (2013, background): “A topic-centered focus would be definitions of high and low tide, frequency of occurrence, and locations (Roth et al., 2011; Windschitl & Thompson, 2006).”
• Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking (2016, background): “…research indicates that classroom learning for students largely remains undemanding, procedural, and often disconnected from the development of substantive science ideas (Banilower et al., 2012; Consortium for Policy Research in Education, 2011; Roth & Garnier, 2007; Roth et al., 2011).”
• Differential effects of three professional development models on teacher knowledge and student achievement in elementary science (2012, background): “In this way, the course blended an analysis-of-practice approach (Roth et al., 2011) with activities typical of looking-at-student-work professional development experiences (Little, 2004).”
• Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “Although most of the research on teacher noticing has been done in the context of mathematics teacher education, recent studies in science education have begun to highlight the importance of carefully analyzing what science teachers pay attention to, particularly in reference to student thinking (Co”
• How Does Professional Development Improve Teaching? (2016, background): “Yet another approach (used by Roth et al., 2011) was to offer two different programs and let teachers to self-select between them.”
• Parsing the Practice of Teaching (2016, background): “For example, in one program (Roth et al., 2011; Roth, Taylor, Wilson, & Landes, 2013), the professional developers relied on videos of science lessons”
• Large‐scale science education intervention research we can use (2012, background): “Primary examples of such research are studies that have Journal of Research in Science Teaching 2002; Roth et al., 2011; Supovitz & Turner, 2000; Supovitz & Zief, 2000) and on teachers’ curriculum use (e.g., Drake & Sherin, 2006; Schneider & Krajcik, 2002).”