School of Education


Doctor of Education (EdD)


Meredith Park


Instructional Coaching, Instructional Practices, Instructional Preparedness, Professional Learning, Video Reflection


Early Childhood Education | Education | Educational Leadership


The purpose of this collective case study was to understand cameras in the classroom and reflective practices of veteran teachers in Julianna School District (pseudonym). Utilizing the General Self Efficacy Scale (GSE), demographics data questionnaire, three self-reflective protocol questionnaires and interviews with nine teachers, three administrators, and three instructional coaches, this study investigated how teachers’ perceived video-reflective practices influence teaching practices, professional learning, and instructional preparation. Three elementary schools were chosen to participate in this study and from each, I selected five participants. Three learning theories guided this study. Bandura’s (1977) social cognitive theory provided understanding of personal thought processes perceived through learning. Malcolm Knowles’ (1975, 1984) adult learning theory regarding self-directed learning and principles of andragogy described how teachers perceive learning through reflection. Siemen’s (2004) connectivism theory provided a foundation component for learning though personal experience or communities by focusing on the decision-making process supporting professional growth. Data analysis occurred by conducting a thorough description of each case and their themes. Additionally, each case was analyzed based on two cross-case themes. The first theme represented how participants viewed video-reflective practices as a tool that influenced instructional delivery. The second theme illustrated how participants believed video-reflective impacted student learning. Noticing students within the instructional environment gave the participants an unexpected opportunity to notice student engagement and behavior that facilitated student achievement.