Developing a Critical Discourse About Teaching and Learning: The Case of a Secondary Science Video Club

Video is used widely to support teachers’ learning and enactment of responsive instruction. Informed by principles of video club design, we designed a video club to support secondary science teachers developing a vision of responsive teaching, attention to student thinking, and a critical discourse to analyze their own and others’ efforts to enact responsive practices. In this study, we investigate if and how teachers developed a critical discourse in this context. Analysis reveals that the group developed a more collaborative, interpretive, and evidence-based discourse about teaching and learning. These findings contribute to research on video clubs as a professional development model to support teacher learning, as well as make visible how teachers shifted to develop a more critical lens for discussing teaching and learning. This study has implications for designing professional learning that will result in sustained, generative development in the context of instructional reform

Studying Teacher Noticing: Examining the Relationship Among Pre-service Science Teachers\u27 Ability to Attend, Analyze and Respond to Student Thinking

This study investigates pre-service teachers\u27 capacities to attend to, analyze, and respond to student thinking. Using a performance assessment of teacher competence, we compare two cohorts of science teacher candidates, one that participated in a video-based course designed to develop these skills and one that did not. Course participants demonstrate more sophisticated levels of attention to and analysis of student ideas. Analysis of the relationship among skills reveals that sophisticated analyses and responses to student ideas require high sophistication in attending to student ideas. However, high sophistication in attending to student ideas does not guarantee more sophisticated analyses or responses

Leveraging Analysis of Students’ Disciplinary Thinking in a Video Club to Promote Student- Centered Science Instruction

Recent policy reports and standards documents advocate for science teachers to adopt more student-centered instructional practices. Four secondary science teachers from one school district participated in a semester-long video club focused on honing attention to students’ evidence-based reasoning and creating opportunities to make students’ reasoning visible in practice. Although all participants expressed value in attending to students’ ideas and shifting autonomy to students in the classroom, they experienced varying levels and types of integration in their practice. Analysis revealed that teachers’ goals and commitments influenced the incremental ways in which participants integrated learning from the video club. Sustained and substantial changes to practice likely require support through multiple cycles of shifting visions of what is possible, coupled with collaborative attempts to work through challenges of implementation

Noticing Instructional Challenges in Artifacts of Teaching

This study investigates challenges of enactment teachers notice when analyzing artifacts of teaching in a professional development focused on supporting the enactment of NGSS-aligned modeling instruction. Five secondary science teachers participated in a semester-long video club. Transcripts of the segments of their meetings in which they analyzed artifacts of practice were coded to characterize what they noticed in videos and student work samples from their own and others’ classrooms of students engaging in sensemaking. Through an inductive and iterative approach, three main linguistic challenges were identified related to the teachers’ noticing of students’ disciplinary thinking: learning how to communicate with precision using modeling conventions, how to communicate with precision using scientific vocabulary, and how to support students explaining and defending their models. The findings of this study extend and affirm prior research on teachers’ noticing of student thinking by highlighting the integrated nature of disciplinary noticing and the entanglement of learning science concepts and the language of science. The results also indicate that artifact-rich professional development designed to improve science teachers’ interpretation of their students’ thinking can support teachers as they work through problems of practice they encounter in their attempts to enact responsive science teaching

Viewer Discussion is Advised. Video Clubs Focus Teacher Discussion on Student Learning

Video is being used widely in professional development. Yet, little is known about how to design video-based learning environments that are productive for teacher learning. One promising model is a video club (Sherin, 2000). Video clubs bring teachers together to view and analyze video segments from one another’s classrooms. The idea is that by watching and discussing video segments focused on student thinking, teachers will learn practices for identifying and analyzing noteworthy student thinking during instruction and can use what they learn to inform their instructional decisions. This paper addresses issues to consider when setting up a video club for teacher education, such as defining goals for using video, establishing norms for viewing and discussing one another’s teaching, selecting clips for analysis, and facilitating teacher discussions. Si consiglia la discussione tra osservatori. Nei Video Club gli insegnanti mettono a fuoco le modalità con cui gli studenti apprendono.Il video è stato ampiamente utilizzato per la formazione professionale. Tuttavia poche sono le conoscenze relative alla progettazione di ambienti di apprendimento basati su video che siano efficaci per la formazione degli insegnanti. Un modello promettente è il “video club” (Sherin, 2000). Video club uniscono insegnanti che guardano ed analizzano insieme segmenti video delle proprie rispettive classi. L'idea è che gli insegnanti, guardando e discutendo segmenti video centrati sul pensiero degli alunni, imparino ad adottare durante l’insegnamento pratiche d'identificazione e analisi di pensieri degli alunni degni di nota e possano poi utilizzare ciò che hanno imparato nelle decisioni didattiche. Questo articolo affronta le questioni da considerare quando si configura un video club per la formazione degli insegnanti, come ad esempio la definizione di obiettivi per l'utilizzo dei video, le norme per la visione e discussione dei rispettivi video, la selezione delle clip per l'analisi, l’agevolazione della discussione tra insegnanti

Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers\u27 Vision of Ambitious Pedagogy

Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates\u27 noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom interactions. Qualitative analysis of candidates\u27 observations of teaching at the beginning and end of the course generated a framework of practices and associated approaches for noticing instructional interactions. The 3 practices include attending to features of instruction, elaborating on observations, and integrating observations to reason about instruction. Findings reveal that variations in candidates\u27 noticing was tied to their attention to the details of the features of ambitious pedagogy and to the extent to which they integrated observations to examine the relation between student thinking, teaching practice, and mathematical content

Utility analysis of disability caused by amblyopia and/or strabismus in a population-based, historic cohort

Background: Amblyopia (prevalence 3.4%) is in principle treatable, but approximately one quarter of children do not reach reading acuity in the amblyopic eye. Adults with persistent amblyopia and/or strabismus experience a decrease in quality of life. This was now quantified by patient-perceived utility values. Methods: Subjects were born 1962-1972 and had been treated by occlusion therapy for amblyopia by one orthoptist 30-35 years ago. All children in Waterland with amblyopia and/or strabismus had been referred to this orthoptist. Utilities were derived by methods of time trade-off, TTO (lifetime traded against perfect vision) and standard gamble, SG (death risk accepted for perfect vision). Most troubling eye disorder (low acuity of the amblyopic eye, lacking stereopsis or strabismus) was chosen and ranked among nine chronic disorders according to the subject's perceived severity. Results: From 201 patients that could be contacted 35 years after occlusion therapy - out of 471 who had been occluded - 135 were included: 17 could not be reached, 34 refused, and 15 had other reasons to not participate. Mean age was 40.86 years; 53% were male. Seventy percent were willing to trade lifetime according to the TTO method; its mean (log) utility was 0.963, i.e., a decrease in quality of life of 3.7%. Thirty-seven percent accepted death risk according to the SG method; its mean utility was 0.9996. TTO outcomes correlated with current near and distance visual acuity. Low acuity of the amblyopic eye, chosen as most troubling eye disorder, ranked slightly less severe than tooth decay. Conclusion: Amblyopia and/or strabismus patients had a slightly decreased utility. The decrease is small but still important in the cost-effectiveness of vision screening because these conditions occur very frequently

Construct validation of the Amblyopia and Strabismus Questionnaire (A&SQ) by factor analysis

Background: The Amblyopia and Strabismus Questionnaire (A&SQ) was previously developed to assess quality of life (QoL) in amblyopia and/or strabismus patients. Here, factor analysis with Varimax rotation was employed to confirm that the questions of the A&SQ correlated to dimensions of quality of life (QoL) in such patients. Methods: Responses on the A&SQ from three groups were analyzed: healthy adults (controls) (n = 53), amblyopia and/or strabismus patients (n = 72), and a historic cohort of amblyopes born between 1962-1972 and occluded between 1968-1974 (n = 173). The correlations among the responses to the 26 A&SQ items were factor-analysed by Principal Component Analysis (PCA). As the development of the A&SQ was intuitive-deductive, it was expected that the pattern of correlation could be explained by the five a priori hypothesized dimensions: fear of losing the better eye, distance estimation, visual disorientation, diplopia, and social contact and cosmetic problems. Distribution of questions along the factors derived by PCA was examined by orthogonal Varimax rotation. Results: Data from 296 respondents were analyzed. PCA provided that six factors (cutoff point eigenvalue >1.0) accumulatively explained 70.5% of the variance. All A&SQ dimensions but one matched with four factors found by Varimax rotation (factor loadings >0.50), while two factors pertained to the fifth dimension. The six factors explained 33.7% (social contact and cosmetic problems); 10.3% (near distance estimation); 8.7% (diplopia); 7.2% (visual disorientation); 6.3% (fear of losing the better eye); and 4.3% (far distance estimation), together 70.48% of the item variance. Conclusion: The highly explained variance in the A&SQ scores by the factors found by the PCA confirmed the a priori hypothesized dimensions of this QoL instrument

Mapping of Mycobacterium tuberculosis Complex Genetic Diversity Profiles in Tanzania and Other African Countries

The aim of this study was to assess and characterize Mycobacterium tuberculosis complex (MTBC) genotypic diversity in Tanzania, as well as in neighbouring East and other several African countries. We used spoligotyping to identify a total of 293 M. tuberculosis clinical isolates (one isolate per patient) collected in the Bunda, Dar es Salaam, Ngorongoro and Serengeti areas in Tanzania. The results were compared with results in the SITVIT2 international database of the Pasteur Institute of Guadeloupe. Genotyping and phylogeographical analyses highlighted the predominance of the CAS, T, EAI, and LAM MTBC lineages in Tanzania. The three most frequent Spoligotype International Types (SITs) were: SIT21/CAS1-Kili (n = 76; 25.94%), SIT59/LAM11-ZWE (n = 22; 7.51%), and SIT126/EAI5 tentatively reclassified as EAI3-TZA (n = 18; 6.14%). Furthermore, three SITs were newly created in this study (SIT4056/EAI5 n = 2, SIT4057/T1 n = 1, and SIT4058/EAI5 n = 1). We noted that the East-African-Indian (EAI) lineage was more predominant in Bunda, the Manu lineage was more common among strains isolated in Ngorongoro, and the Central-Asian (CAS) lineage was more predominant in Dar es Salaam (p-value<0.0001). No statistically significant differences were noted when comparing HIV status of patients vs. major lineages (p-value = 0.103). However, when grouping lineages as Principal Genetic Groups (PGG), we noticed that PGG2/3 group (Haarlem, LAM, S, T, and X) was more associated with HIV-positive patients as compared to PGG1 group (Beijing, CAS, EAI, and Manu) (p-value = 0.03). This study provided mapping of MTBC genetic diversity in Tanzania (containing information on isolates from different cities) and neighbouring East African and other several African countries highlighting differences as regards to MTBC genotypic distribution between Tanzania and other African countries. This work also allowed underlining of spoligotyping patterns tentatively grouped within the newly designated EAI3-TZA lineage (remarkable by absence of spacers 2 and 3, and represented by SIT126) which seems to be specific to Tanzania. However, further genotyping information would be needed to confirm this specificity