Praetorius, A-K., McIntyre, N.A. and Klassen, R.M. (2017) Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking. Zeitschrift für Erziehungswissenschaft, 20 (Suppl 1). pp. 49-74. ISSN 1434-663X
Abstract
One prominent problem of conducting observational assessments of teaching quality is the possibility of reactivity effects. To date, the issue of reactivity has received limited empirical attention. The present study, therefore, investigated reactivity in 447 students from 24 classes as well as their 12 teachers. We compared reactivity during lessons that were video-recorded with those that were not: according to t‑test analyses of teacher ratings and MIMIC analyses of student ratings, no significant differences emerged in teaching quality or teaching practices. Significant differences were found in teacher and student emotions, as well as in student cognition and behavior. Supplementary eye-tracking analyses indicated reactivity depleted after 1 min 20 s. The results are discussed with respect to their relevance for future video studies on classroom instruction.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © Springer 2017. This is an author produced version of a paper subsequently published in Zeitschrift für Erziehungswissenschaft . Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Eye tracking; Observer ratings; Reactivity; Student ratings; Teacher ratings; Video-based classroom research |
Dates: |
|
Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Science (Sheffield) > Department of Psychology (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 16 Feb 2017 14:40 |
Last Modified: | 30 Jun 2023 14:14 |
Status: | Published |
Publisher: | Springer Verlag |
Refereed: | Yes |
Identification Number: | 10.1007/s11618-017-0729-3 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:112361 |