Classroom Video Data Research Articles

Expanding Education Researchers' Access to Classroom Observation Data With a Remote and Cost-Effective Video Data Collection Protocol.

The onset of the COVID-19 pandemic and associated long-term shifts to virtual instruction among most US schools presented notable challenges among education researchers. Ongoing projects conducted in school settings experienced sudden losses of access to teacher and student participants, in many cases leading to severe interruptions to data collection efforts. Perhaps most notably, upon returns to in-person instruction in the 2021/22 academic year most schools instigated strict policies limiting the number of non-school personnel who could enter school buildings, including researchers conducting in-person data collections. As such, many researchers had to find alternative means to gather data. In this paper, we offer a new protocol that we created in response to these challenges that allows for the secure and fully remote collection of video data in school settings. This new protocol not only addressed the immediate needs of the focal study but also addresses some of the most notable barriers to collecting classroom video data in the field of education research at large. In this paper, we describe the initial development and application of this protocol among a local study of elementary teachers, as well as the scaling of this protocol in a study of elementary teachers in multiple states. It is our hope that this protocol can expand education researchers', practitioners', and policymakers' access to classroom video data.

Recognition of students' abnormal behaviors in English learning and analysis of psychological stress based on deep learning.

The recognition of students' learning behavior is an important method to grasp the changes of students' psychological characteristics, correct students' good learning behavior, and improve students' learning efficiency. Therefore, an automatic recognition method of students' behavior in English classroom based on deep learning model is proposed. The deep learning model is mainly applied to the processing of English classroom video data. The research results show that the video data processing model proposed in this paper has no significant difference between the data obtained from the recognition of students' positive and negative behaviors and the real statistical data, but the recognition efficiency has been significantly improved. In addition, in order to verify the recognition effect of the deep learning model in the real English classroom environment, the statistical results of 100 recognition result maps are compared with the results of manual marking, and the average recognition accuracy of 100 recognition effect maps is finally obtained, which is 87.33%. It can be concluded that the learning behavior recognition model proposed in this paper has a high accuracy and meets the needs of daily teaching. It further verifies that the developed behavior recognition model can be used to detect students' behavior in English class, which is very helpful to analyze students' psychological state and improve learning efficiency.

Material inquiry and transformation as prerequisite processes of scientific argumentation: Toward a social‐material theory of argumentation

AbstractArgumentation as a scientific practice has largely been examined along an epistemic and/or dialogic perspective in science education research. Both perspectives have sidelined the use of real material objects that are indispensable for scientists to construct arguments about the natural world. To address this gap, this article investigates how material objects are used to coordinate with our speech and actions to shape argumentation in secondary physical science. Drawing on actor‐network theory, the article reframes argumentation as a chain of human‐material interactions incorporating the role of physical things to construct evidence. Based on a collective case study comprising classroom video data generated from two grade nine science classrooms, the article examines how teachers and students used material objects to engage in argumentation related to qualitative analysis in chemistry and Newton's laws of motions in physics. The analysis reveals two major themes: (a)material inquiryas the framing of questions and statements about the behavior or property of the material world and (b)material transformationas the orchestration of material objects, embodied actions, and words to actively create evidence. This article concludes that both material inquiry and material transformation are essential prerequisites for scientific argumentation to take place, not only in research laboratories, but also in science classrooms. The contribution to the development of a future socio‐material theory of scientific argumentation, which takes material agency and multimodal discourse into account, are also discussed.

Classroom interaction geography: visualizing space & time in classroom interaction

Methods to transcribe and represent classroom video data are central to studying teaching and learning in classrooms. However, current methods focus on encoding and representing data over time, not space. In this paper, we demonstrate the value of a new methodological approach called interaction geography to transcribe and interactively visualize classroom video data over space and time. We use interaction geography to illustrate classroom participation patterns in two case studies from teacher education research that, until now, have been challenging to see. Findings characterize strengths, limitations, and next steps to expand interaction geography in classroom research and suggest new questions to consider when encoding and representing classroom research data over space and time.

Student Class Behavior Dataset: a video dataset for recognizing, detecting, and captioning students’ behaviors in classroom scenes

The massive increase in classroom video data enables the possibility of utilizing artificial intelligence technology to automatically recognize, detect and caption students’ behaviors. This is beneficial for related research, e.g., pedagogy and educational psychology. However, the lack of a dataset specifically designed for students’ classroom behaviors may block these potential studies. This paper presents a comprehensive dataset that can be employed for recognizing, detecting, and captioning students’ behaviors in a classroom. We collected videos of 128 classes in different disciplines and in 11 classrooms. Specifically, the constructed dataset consists of a detection part, recognition part, and captioning part. The detection part includes a temporal detection data module with 4542 samples and an action detection data module with 3343 samples, whereas the recognition part contains 4276 samples and the captioning part contains 4296 samples. Moreover, the students’ behaviors are spontaneous in real classes, rendering the dataset representative and realistic. We analyze the special characteristics of the classroom scene and the technical difficulties for each module (task), which are verified by experiments. Due to the particularity of classrooms, our datasets proposes increasing the requirements of existing methods. Moreover, we provide a baseline for each task module in the dataset and make a comparison with the current mainstream datasets. The results show that our dataset is viable and reliable. Additionally, we present a thorough performance analysis of each baseline model to provide a comprehensive comparison for models using our presented dataset. The dataset and code are available to download online: https://github.com/BNU-Wu/Student-Class-Behavior-Dataset/tree/master .

Classroom discourse and disability: Interactional opportunities for development of self-determination beliefs

This qualitative study of ongoing interactions in a high school classroom illustrates how teachers’ specific interactive choices can provide crucial opportunities for students with disabilities to develop feelings of self-determination. Classroom video data, collected throughout a multi-week writing assignment, were analyzed using a discourse analytic approach, focusing on how student and teacher used linguistic resources (such as personal pronouns and modal verbs), as well as how they co-constructed the context for learning. Findings enabled greater understanding of the ways in which participants negotiated issues of power, role, and responsibility over the course of an academic project. The relationships built in this particular special education learning environment supported the focus student in seeing learning supports and strategies as acceptable, useful, and desirable; these relationships also allowed him opportunities to develop the self-regulatory skills and feelings of relatedness critical to strong self-determination beliefs.

Creating space for interactive dialogue during preschool circle time using play-based pedagogies and dramatic inquiry

In this study, we examined how preschool students with language delays engaged in interactive dialogue during regular circle time and dramatic inquiry activities. Using frequency recording of three preschool students’ linguistic engagement and multimodal analysis of classroom video data, this article explores how these students produced social, instructional, and academic language as well as multimodal actions to engage in interactive dialogue with their teachers and peers. Overall, students exhibited higher levels of linguistic engagement during traditional instruction; however, multimodal analysis revealed the ways students engaged in interactive dialogue during dramatic inquiry was far more complex. We conclude that dramatic inquiry created opportunities for students to learn and produce academic language and corresponding multimodal actions while regular instruction provided students opportunities to practice social and instructional language. Our analysis demonstrates the complexities of how preschoolers with language delays use different forms of verbal and non-verbal language to share their personal experiences and content knowledge with others. In all, this study emphasizes the importance of considering both quantitative and qualitative data when trying to understand how preschoolers engage in interactive dialogue in the classroom.

Efficacy of video-based teacher professional development for increasing classroom discourse and student learning

ABSTRACT Background Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discourse Analyzer (CDA), to support teachers’ reflections on classroom discourse in video-based PD workshops. Methods We used a randomized controlled trial with an embedded case study to examine the efficacy of a year-long video-based PD program using the CDA. Findings The 24 intervention teachers significantly increased their use of productive talk moves in mathematics classrooms relative to the 22 comparison teachers (Cohen’s d = 0.67 to 2.35, p <.05). Moreover, a linear mixed model analysis showed that 882 students of the intervention teachers had significantly higher mathematics achievement scores than the 625 comparison students (Cohen’s d = 0.24, p <.05). The case study showed that CDA’s multiple representations of classroom discourse and interactive, process-oriented visualizations facilitated the teachers’ navigation of classroom video data. Additionally, video and visualizations prompted the teachers to reflect on the data with their peers for evidence-based reasoning and discussion. Contribution This study demonstrates the efficacy of a video-based PD program for increasing classroom discourse and student learning. It also informs the design of visualizations to enrich video-based PD.

The next time around: scaffolding and shifts in argumentation in initial and subsequent implementations of inquiry-oriented instructional materials

Considerable learning is entailed in adopting an inquiry-oriented approach to teaching an undergraduate mathematics class. In this analysis, we examine classroom video data of three instructors’ initial implementation of an inquiry-oriented instructional unit and their implementation of the same unit one year later. We document consistent increases in instances of eliciting and building on student contributions across tasks and instructors. We then leverage Toulmin’s argumentation scheme to analyze how classroom discussions became more mathematically robust and student-centered from initial to subsequent implementations. We examine how social and analytic scaffolding provided by the instructor relate to shifts in argumentation. In particular, we posit that shifts in one instructor’s framing of mathematical discussion and coordination of social and analytic scaffolding fostered an increase in student contributions to mathematical arguments. Implications for instructor knowledge and learning are discussed.

The mediation and organisation of gestures in vocabulary instructions: a microgenetic analysis of interactions in a beginning-level adult ESOL classroom

There is limited research on second language (L2) vocabulary teaching and learning which provides fine-grained descriptions of how vocabulary explanations (VE) are interactionally managed in beginning-level L2 classrooms where learners have a limited L2 repertoire, and how the VEs could contribute to the learners’ conceptual understanding of the meaning(s) of the target vocabulary items (VIs). To address these research gaps, we used a corpus of classroom video data from a beginning-level adult ESOL classroom in the United States and applied Conversation Analysis to examine how the class teacher employs various gestural and linguistic resources to construct L2 VEs. We also conducted a 4-month microgenetic analysis to document qualitative changes in learners’ understanding of the meaning of specific L2 VIs which were previously explained by the teacher. Findings revealed that the learners’ use of gestures allows for an externalisation of thinking processes providing visible output for inspection by the teacher and peers. These findings can inform educators’ understanding about L2 vocabulary development as a gradual process of controlling the right gestural and linguistic resources for appropriate communicative purposes.

Analyzing Teachers’ Use of Metadiscourse: The Missing Element in Classroom Discourse Analysis

ABSTRACTMetadiscourse, or metatalk, is a discursive resource used in virtually any text or conversation to organize its content or signal the author's stance toward the content. Despite its prevalence in classroom talk, few have examined the role of metadiscourse and how it assists teachers and students to manage classroom communication of scientific knowledge. Thus, the purpose of this study is to analyze how science teachers use metadiscourse to construct scientific knowledge with their students. Based on a corpus of classroom video data, I developed a typology of metadiscourse commonly found in science classroom discourse. The typology comprises six major categories of metadiscourse, namely text connective, knowledge connective, activity connective, attitude marker, epistemology marker, and interpretive marker. In addition, I showed how the analysis on metadiscourse was necessary to complement the gaps from classroom analysis focusing on the interaction and content development aspects of classroom talk, particularly during the opening and reviewing stages of constructing a scientific explanation. With a better understanding of metadiscourse, its potential use as a pedagogical intervention to promote science learning is then discussed.

Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings

ABSTRACTThis study examined how a pair of Spanish/English dual language bilingual education (DLBE) preschool teachers enacted their bilingualism while working cohesively and simultaneously toward common instructional goals. We drew on classroom video data, field notes, and other relevant artifacts collected weekly during shared readings of English- and Spanish-language storybooks over the course of one academic year to document coteachers’ book-based interactions with each other and their students. Guided by translanguaging (O. García, 2009a, 2009b; O. García & Wei, 2014) and distributive cognition (Brown & Campione, 1996; Hutchins, 1995) frameworks, findings elucidate how teachers drew on their own and each other’s dynamic bilingualism through both monolingual and bilingual performances, supporting the coordination of instructional targets (e.g., vocabulary, narrative genre) and instructional practices (e.g., translation, explanation). Findings have implications for DLBE program language policy and practice as they highlight the utility of a bilingual pedagogy.

The moving image in education research: Reassembling the body in classroom video data

While audio recordings and observation might have dominated past decades of classroom research, video data is now the dominant form of data in the field. Ubiquitous videography is standard practice today in archiving the body of both the teacher and the student, and vast amounts of classroom and experiment clips are stored in online archives. Yet little to no research interrogates how this data partakes in the history of scientific cinema, assembling particular images of teacher and student bodies, nor how the digital nature of video devices might indeed challenge theoretical assumptions about social science more generally. This paper situates current video research practices within the history of scientific cinema and opens up the discussion about how these practices are linked to shifting structures of industrial labor. The paper uses the work of Gilles Deleuze – on art, cinema and the body – as a means of provoking the reader to consider new ways of working with the moving image.

Classroom Video Data and the Time-Image: An-Archiving the Student Body

Video data has now become the most common form of data for educational researchers studying classroom interaction and school culture. Software protocols for analysing vast archives of video data are deployed regularly, allowing researchers to annotate, code and sort images. These protocols are often applied by researchers without reflection or reference to the extensive philosophical work in film and media studies. Without exception, this research treats the video image as movement-image or picture, a recording of ‘raw data’, indexical of a given time-space relationship. In this article I situate this kind of research within the history of scientific cinema, drawing on Deleuze's books on cinema, as well as his ideas on colour and figure from The Logic of Sensation, to propose an alternative way of analysing video data. One of the central claims of Deleuze in Cinema 2 is that the time-image reconfigures bodies as expressions of force – the body becomes a ‘shock of forces’. I argue that such an approach allows us to study the student body as less a phenomenological organism with built-in ‘I can’ cognitive and motor capacities, and more an indeterminate crystalline contraction and expansion of intensity. I present an example of how to study classroom video data as time-image, and explore the implications of such work for education research.

How scientific concepts come to matter in early childhood curriculum: rethinking the concept of force

The aim of this article is to investigate how new materialist philosophies of matter can help us study the emergence of scientific thought in young children’s activities. We draw extensively on the work of Gilles Deleuze to help us understand scientific concepts as concrete universals. In particular, we show how the concept of force is re-animated through this approach, becoming less deterministic, and more inflected with chance and indeterminism. We show how this approach to concepts moves beyond constructivist socio-cultural theories of learning, and reveals how concepts are ‘material articulations of the world’ intra-acting with all other matter and meaning. Finally, we discuss video data and artifacts from an ongoing ethnographic project in Stockholm entitled ‘Children’s relations to the city’. Our analysis of the classroom video data from this project shows how concepts are not timeless transcendent abstractions, but part of an unfolding event and learning assemblage. Thus the article contributes to research on conceptual change in children, with particular focus on scientific concepts.

Teachers’ mathematical activity in inquiry-oriented instruction

This work investigates the relationship between teachers’ mathematical activity and the mathematical activity of their students. By analyzing the classroom video data of mathematicians implementing an inquiry-oriented abstract algebra curriculum I was able to identify a variety of ways in which teachers engaged in mathematical activity in response to the mathematical activity of their students. Further, my analysis considered the interactions between teachers’ mathematical activity and the mathematical activity of their students. This analysis suggests that teachers’ mathematical activity can play a significant role in supporting students’ mathematical development, in that it has the potential to both support students’ mathematical activity and influence the mathematical discourse of the classroom community.

Through the Viewfinder: Reflecting on the Collection and Analysis of Classroom Video Data

The possibilities inherent in the collection and use of video footage point to an important innovation for classroom research. Unfortunately, researchers often experience uncertainty about incorporating video into their methodological approach as it can present a potential minefield of operational, technical, and ethical issues that require consideration and negotiation. Nevertheless, with the increased emphasis on the use of digital technologies, the timing is right to engage in more in-depth discussions about the role of video data in education research. In contributing to this discussion, this article unpacks several issues connected to the use of video technology as a tool for data collection and analysis. This article focuses on addressing some of the barriers faced by education researchers such as making sampling decisions, maintaining research authenticity, and grappling with ethical issues that arise. In terms of the advantages for researchers, this article highlights the suitability of video technology for classroom-based research because it provides a permanent and detailed record, which can be analyzed from multiple perspectives. These issues are explained through the experiences of an education researcher, who used video as the main data source for documenting and examining the practices of two effective primary science teachers in Perth, Western Australia.

Towards a local integration of theories: codes and praxeologies in the case of computer-based instruction

We report on the development of a language of description that facilitates an integrated analysis of classroom video data in terms of the quality of the teaching-learning process and the students’ access to valued forms of mathematical knowledge. Our research setting is the introduction of software for teachers for improving the mathematical learning in underprivileged classrooms. As theoretical antecedents we draw on the Theorie Anthropologique du Didactique (Chevallard) and the Theory of Pedagogic Codes (Bernstein). We systematically integrate these theories locally. As a result on a meta-theoretical level, a new methodology, consisting of a system of categories, is the product of the local integration of the two theories.

Meaning-Mechanics Tensions in Teacher Decisions

This research examined the nature of classroom decision making among three elementary teachers (the first in her 8th year, the second in her 3rd year, and the third in her 1st year). We were interested in understanding how teachers experience the complexity of classroom decision making and how they manage the cognitive load while teaching. The cognitive constructs of knowledge integration and automaticity framed our study of the knowledge and information that these teachers consciously used in moments of classroom decision making. The design involved a stimulated recall methodology using classroom video data from each teacher. The data analysis entailed a qualitative/interpretive analysis of the teachers' reflections on their own videotapes. We found that critical decision points for all three teachers involved a tension between preserving the conceptual meanings of the lesson while managing the logistics of the moment. How this tension was perceived and negotiated varied in interesting ways across the three teachers. We show how these differences can be represented through a knowledge integration framework. We discuss potential applications of this framework as an assessment tool in teacher preparation programs and as a metacognitive tool for teacher planning and reflection.