Jennifer Langer-Osuna, Stanford Graduate School of Education
What’s so powerful about classroom video as a source of data in education research?
Video records of classroom activity offer a broad range of multi-modal data and support multiple re-viewing, allowing a given study to progress through multiple iterations of hypothesis generation and evaluation. This approach allows the classroom researcher to iteratively evaluate and modify findings in relation to more aspects of the data. In this talk, I draw on recent studies to illustrate the utility and core practices of this approach. The goal of the talk is to highlight possibilities and offer some tools for using video records in ways that may be generative to your research.