A Case Study on Video-based Professional Development

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dc.contributor.advisorHutchison, Laveria F.
dc.contributor.committeeMemberWhite, Cameron S.
dc.contributor.committeeMemberMcAlister-Shields, Leah
dc.contributor.committeeMemberThompson, Amber M.
dc.creatorWinton, Stephen J.
dc.creator.orcid0000-0002-5097-655X
dc.date.accessioned2018-11-21T21:45:18Z
dc.date.available2018-11-21T21:45:18Z
dc.date.createdAugust 2018
dc.date.issued2018-08
dc.date.submittedAugust 2018
dc.date.updated2018-11-21T21:45:18Z
dc.description.abstractPearson and Gallagher’s (1983) Gradual Release of Responsibilities Model suggests the starting point of teaching is modeling. As teacher expertise is essential in supporting good instruction, teachers need modeling of best-practice instruction. Video-based demonstration lessons allow for on-demand modeling opportunities in a variety of settings. The aim of this study was to examine the perceptions of district-level curriculum staff at an urban school district who created a series of video-based demonstration lessons to support a balanced literacy initiative. The following research questions were addressed in this study: (1) What are instructional coaches’ perceptions of the design, content, and implementation of Thinking Made Visible, a series of video-based demonstration lessons? and (2) What are instructional coaches’ perceptions of the impact of Thinking Made Visible on teacher capacity? A collective case study was utilized and interviews along with a focus group of secondary district-level literacy and English language arts instructional coaches who experienced the video-based demonstration lessons was conducted. The constant comparative method was used to analyze interview data and develop themes. Instructional coaches in this study perceived that Thinking Made Visible provided modeling, offered the authenticity of a district classroom setting, supported the district’s vision of instruction, contained choice of accessible videos, was of use in instructional coaches’ work, and positively impacted teacher capacity. Examining these perceptions and how one district implemented video-based demonstration lessons offered insights into how this process could be replicated or adapted. This study suggested that the model of Thinking Made Visible offered a useful tool in implementing a district’s instructional vision and building teacher capacity.
dc.description.departmentCurriculum and Instruction, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/3377
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectTeacher capacity
dc.subjectProfessional development
dc.subjectModeling
dc.subjectBalanced literacy
dc.titleA Case Study on Video-based Professional Development
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentCurriculum and Instruction, Department of
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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