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Using Video Segments to Enhance Early Clinical Experiences for Prospective Teachers 1 Kristen Cuthrell, East Carolina University Linda Patriarca, East Carolina University Ann Bullock, East Carolina University Dawn Shelton, East Carolina University Michael Vitale, East Carolina University Abstract Presented is a work-in-progress model for an early clinical experience course in which video segments of typical K-5 classrooms are used in conjunction with a structured classroom observation instrument to focus on subsequent classroom observations. By involving students in the structured observation of a common set of such video snippets with follow-up course instruction, students are provided a efficient means for building a conceptual foundation for classroom observation that is extensible to and provides a foundation for their future K-5 undergraduate teacher education program. Prior to entering undergraduate teacher education programs in Elementary Education, a national accreditation requirement is for students to enroll in a preliminary clinical experience course in which they spend a specified number of hours (16) in unstructured school observation in combination with complementary seminar-oriented discussions with college faculty. Considering the possible role of such classes in teacher education, two elements are important. The first is to provide perspective teacher education students with exposure to representative K-5 classroom settings in a manner that helps them determine if obtaining a teaching degree fits their future goals. The second is, given that participating students are committed to pursuing a teaching degree, to provide students with an introductory framework for such observations and subsequent discussions guided by faculty that would provide a sound conceptual foundation for their future study in the teacher education program. This paper outlines a perspective for framing such an early clinical experience course following a model in which video segments of typical K-5 classrooms are used in conjunction with a structured classroom observation instrument to focus subsequent the classroom observations. By introducing such a conceptual framework for student observations using video snippets, students are provided with a standardized and efficient means for guiding the series of classroom observation experiences that comprise the remainder of the course. Requirements for Novice Classroom Observation

Ideally, a conceptual framework for classroom observations by students who are novice observers must meet several methodological requirements: _____________________________________________________________________________ ____________
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Paper presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.

First, the requirements for observing and then conceptually categorizing what has been observed must be within the cognitive/experiential capacity of the participating students. Second, as much as is possible, the conceptual framework for the observation task(s) should focus on systemic classroom dynamics that are extensible for use in an increasingly detailed fashion in the teacher education program itself. Third, each category of classroom dynamics observed should be explainable by instructors in the form of specific procedures that teachers could apply to accomplish the observed outcomes in a manner that represents effective classroom practice.

Overall, these standards potentially allow the introductory clinical experiences to serve as a general introduction to important aspects of teaching practices that provides an initial conceptual framework for students beginning a teacher education program. Design of the Early Clinical Experience Model Structured Observation Instrument. The development of the structured observation instrument was a key component to the overall model. In the design of the instrument, two complementary components of a structured observation system were developed: (a) general characteristics common to all classrooms (e.g., Classroom Organization, Affective Classroom Quality, Student Engagement in Instruction, Teacher Informational Feedback) and (b) instructional behaviors/actions exhibited by teachers. Each of these components was defined in a manner that was meaningful to novice observers making clinical judgments and each addressed a systemic and dynamic aspect of classroom operation. In the structure of this instrument, the general characteristics provide novice students with observational guidance that is applicable to all classroom settings while the selected instructional behaviors/actions by teachers provide students with an orientation toward classroom processes relevant to student learning. Together, these perspectives provide novice students with a conceptual framework regarding key classroom dynamics that are directly relevant to their subsequent teacher preparation activities. And, each of the components has the capability of future expansion within a K-5 teacher education program that, without such structured clinical experience, students would not have gained.

Overview of the Model Implementation. Figure 1 outlines a model of the classroom observation process for the course ELEM 2123. As shown in Figure 1, the use of representative classroom video snippets with follow-up discussion precedes the observations (and discussion) of actual classrooms in K-5 school settings. In using the video snippet component of the model (see Figure 1), faculty orient students to the observation of each of the five observational elements (Classroom Organization, Affective Classroom Quality, Student Engagement in Instruction, Monitoring of Student Performance, Curricular Content, Instructional Strategy) by defining each in a manner that is directly relevant to the possible range of classroom characteristics to be observed. At the same time, the available video snippets used were limited for the present academic year due to the requirement that releases were to be obtained all children. However, for the following academic year, a set of videos an expanded set of videos either will be developed or identified to illustrate the range of classroom characteristics of the elements to be observed across grades K-5 for a demographically representative set of classrooms.

Figure 1. Model for incorporating video snippets into ELEM 2123 course. Note- A possible alternative model could separate the use of the video snippets with different phases of classroom observation and follow-up discussion.

Methodology for the Evaluation of the Clinical Model Intervention and Comparison Participants. During the present 2012-2013 academic year, students in all sections of the ELEM 2123 Clinical Experience Course engaged in sixteen hours of classroom observations. In Fall, 2012 and Spring, 2013, several sections (NFall = 2, NSpring = 2, respectively) of ELEM 2123 applied the structured observation protocol experiencing video snippets for twelve of the sixteen hours of classroom

observation and, on a follow-up basis, to the four hours of direct classroom observation in both semesters, a similar number of sections served as comparison groups. Evaluation Design. As part of an ongoing formative evaluation project for 2012-2013 (Fall and Spring semesters), the following data collection plan was implemented: Students in the video course sections using the structured observation protocol as a guide entered their protocol-based video and classroom observations into a web-based database tool. All students (i.e., Both video- and non-video comparison students) did the following: o Submitted information detailing their observation experiences (e.g., location, date, instructional topic). o Participated in course debriefing discussions of observation experiences. In the evaluative project, a sample of these classroom discussions was either videotaped or recorded. Following IRB guidelines, if videotaped, the camerawork did not show student faces, only backs of student heads, and, after qualitative summary/analysis of the topics discussed by the group, all media records will be destroyed.) o Completed the following web-based, end-of-course activities to earn a course grade: An open-ended description of a novel classroom instructional video. An evaluation of a novel classroom instructional video using the course-developed observation protocol. A short (6 question) course evaluation survey assessing student views of the educational value of their course experiences as a beginning to their future professional teacher preparation, including strengths/weaknesses.

These different phases of evaluative data collection are overviewed in Figure 2.

Figure 2. Formative evaluation data collection guidelines.

Preliminary Evaluation Findings The project is presently engaged in extensive analysis of the data obtained in Fall, 2012, and in data collection for Spring, 2013. However, the following findings considered as a work-in-progress are summarized in this section. Implementation Feasibility. As noted previously, students in ELEM 2123 by definition are limited in their prior knowledge of both curricular context and instructional strategies. As a result, they are not prepared to evaluate the appropriateness of either context. However, based on the initial implementation of the model, these students were found to implement the structured observation system sufficiently to describe general classroom characteristics and some instructional strategies well enough to engage in in-depth, follow-up discussions. While students could certainly indicate whether a specific designated strategy was being used in classrooms they observed, in the end, studentreported information on strategies (which are highly diverse in terms of

function) only provided observational contexts for classroom observations. The reason is that the ELEM 2123 students did not have the prior knowledge necessary for evaluating the effectiveness of instructional strategies used, particularly during a short classroom visit. The strategies included in the structured observation form will be refined for use in the 2013-2014 academic year. Technically, diversity considerations have little to do with the categories of classroom observation proposed here. That is, whatever the diversity characteristics of classrooms are, the observational categories are always relevant. However, in cases in which what is observed with regard to these categories (e.g., affective characteristics, engagement) are, in fact, conditional upon student demographics (e.g., race, gender), then the observation process provides students with a means to represent this observation. Implementation Fidelity. The use of select videos across multiple sections framed within the structured observation protocol is supported through faculty completed observation protocols for each video. These protocols serve as guides for the multiple faculty that implemented the pilot in the spring. Faculty view the selected videos as a starting point and a shared experience for all ELEM 2123 participating in the pilot regarding classroom observation and discussion. Faculty have responded favorably to the incorporation of videos and accompanying faculty completed protocols. Implementation discussions are positive and faculty continue to express interest in expanding the model to other sections and into other program areas. Application. Informal analysis of the open-ended descriptions of a novel classroom instructional video indicate that the treatment group applied the structured observation frame in additional observations. The treatment group used more explicit phrases describing instructional practices than control group. The treatment group used more quantifiable phrases describing quality and observed behaviors than the control group. The treatment group also used language to describe affective behaviors whereas the control group did not. In class video debriefings, the treatment group also made explicit connections from observation protocol elements to theory in concurrent ELEM courses. Discussion and Implications Based upon the depth of analysis required of the qualitative evaluative data collected, qualitative analyses of the evaluative data using NVIVO will be completed early in Summer, 2013. This will allow revisions of the model based on the evaluative findings to be completed before Fall, 2013. At the same time, the K-5 model presented here should be considered one that is generalizable and potentially applicable to range of classrooms settings

across the K-8 or even K-12 grade levels. The significance of this initiative is in providing a feasible approach for improving the curriculum and internship experiences of novice preservice students while supporting future instructors and intern supervisors through a design that incorporates the use of evidence-based instructional strategies within a development framework. The specific model developed for the present initial clinical experience course is illustrative of how the explicit design of a model for use in Elementary Education also has the potential to contribute toward a Research on Practice initiative. Considering these factors, development of the model in combination with the preliminary evaluative research findings to this point have been promising. Ultimately, the results from the video snippet pilot program in conjunction with the structured observation instrument have the potential to strengthen teacher education programs. References Bannink, A. (2009). How to capture growth? Video narratives as an instrument for assessment in teacher education. Teaching and Teacher Education, 25, 244-250. Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1-21. Joyce Van Tassel-Baska, J., Quek, C., & Feng, A. (2006). The development and use of a structured teacher observation scale to assess differentiated best practice. Roeper Review 29:2, 84-92 Pilburn, M., Sawada, D., Falconer, K., Turley, J., Benford, R., Bloom, I. (2000). Reformed teaching observation protocol (RTOP): Reference manual. ACEPT IN003. Retrieved from http://www.public.asu.edu/~anton1/AssessArticles/Assessments/Chemi stry%20Assessments/RTOP%20Refe rence%20Manual.pdf Schuck, S. & Kearney, M. (2008). Classroom-based use of two educational technologies: A sociocultural perspective. Issues in Technology and Teacher Education, 8(4), 349-406.