Date

8-2018

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Russell Claxton

Keywords

Adult Learning, Instructional Coaching, Teacher Evaluation, Teacher Reflection, Video, Video-based Feedback System

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Elementary Education | Online and Distance Education

Abstract

The purpose of this qualitative multi-case study was to examine the use of video-based instructional feedback models for three primary participants in a rural southern district. This qualitative study built upon the constructivist foundations of Mezirow’s transformative learning theory and Kegan’s constructive developmental theory, specifically connections to “ways of knowing” as it explored how the use of technology in teacher observations enhance adult learning and practice through enhanced reflection. This qualitative multi-case study sought to explain educators use video-based feedback to enhance teacher efficacy within the processes of instructional supervision. The focal participant of this study was one content-based classroom teacher at a primary school, elementary school, and high school from a southeastern rural school district. The examination included their experiences as well as those experiences through the lenses of their peers, instructional coaches, and administrators. The main sources of data included teacher observation artifacts, interviews for each participant, teacher classroom and post-conference videos, as well as video-based instructional feedback logs that accompanied those videos. Data analysis consisted of memoing, exploratory and descriptive coding, and sorting, allowing direct interpretation and synthesis for each case creating individual case themes as well as cross case themes.

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