Using Video Surveys to Compare Classrooms and Teaching Across Cultures: Examples and Lessons From the TIMSS Video Studies

By James W. Stigler, R. Gallimore, James Hiebert. 2000

316 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a313ddc2c596a0e1a3f3b18ba4638c8d0791f7a2

How researchers see this paper

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

In Education

Citations in the corpus

Analogy Use in Eighth-Grade Mathematics Classrooms (2004, methodology): “Codes were derived from an iterative integration of empirical literature and data-driven observation, a “circle of analysis” to ensure that literature-driven codes were relevant to actual practice (Stigler et al., 2000).”
Negotiating meaning in cross‐national studies of mathematics teaching: kissing frogs to find princes (2007, methodology): “Like the SMSO, the multinational nature of its personnel, particularly in respect of ‘creating a coding scheme that fairly described teaching in each country’ (Stigler et al., 2000, p. 92) was exploited.”
Advancing towards a Transformational Professional Competence Model through Reflective Learning and Sustainability: The Case of Mathematics Teacher Education (2019, background): “All class sessions were recorded on video, since this technique provides data from a more objective perspective; allows the analysis of a large quantity of data from a variety of perspectives and with different analytical frameworks; and also allows the integration of microanalysis and macroanalysis”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, methodology): “…effectiveness, where video-based classroom observation has been established successfully as a research method (e.g., Hiebert 2003; Hugener et al. 2009; Stigler et al. 2000), self-reports are the primary tools applied to assess SRL and SRL practice (Dinsmore et al. 2008; Perry and Rahim 2011).”
Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011. (2006, methodology): “…Cross-cultural studies of teaching provide information about different systems of teaching, including different ways in which the basic ingredients of teaching can be configured (Stigler, Gallimore, and Hiebert 2000) and different kinds of opportunities for student learning that can be provided.”
Professional development and reform in science education: The role of teachers' practical knowledge (2001, background): “Thus, practical knowledge is situationspecific, as it is adapted to a context which includes the students, the coursebooks and other learning materials, the curriculum, the school culture, and so on. This context may also vary considerably across countries ( Stigler, Gallimore, & Hiebert, 2000 ).”
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, background): “, 2008) and creating a record available for multiple reexaminations with collaborative coders (Frederiksen, Sipusic, Sherin, & Wolfe, 1998; Stigler et al., 2000; Stigler, Gonzales, Kawanaka, Knoll, & Serrano, 1999; Ulewicz & Beatty, 2001).”