For nearly 2 decades, "Looking Together at Student Work" and "The Power of Protocols" have sustained educators in their professional learning. "Protocols in the Classroom" expands the scope of those books from teachers' professional learning to include students' learning, providing teachers with the tools they need to…

Podcast assignments in higher education foster students' deep engagement in course content, knowledge construction, technical skills, and problem-solving abilities. We designed a podcast assignment in a First Year Seminar course based on student-led interviews comparing theoretical concepts to lived experiences of the interviewees. Students were…

This issue is part of a series on the Teacher Practice Networks initiative and its efforts to broadly support teachers in implementing college- and career-readiness instruction. Effective teachers frequently reflect on how to improve their practice: "Did I scaffold the lesson well? Did I give students enough processing time? How can I help…

A speech-language pathologist and former primary teacher who is now a researcher conducting action research with kindergarten teachers in northern rural Canadian classrooms collaborate in an analysis of one teacher's interactions with her students in a dramatic play center. We use three principles to show how the teacher supports children's…

This study uses an experimental approach to investigate effects that analyzing videos of one's own versus others' teaching and experience with video has on teacher learning, particularly on knowledge activation and professional vision (N = 67). Teachers who analyzed their own teaching experienced higher activation, indicated by higher immersion,…

A qualitative study was completed to identify and study the content of selected elementary general music teachers' evaluations of their own instruction and the instruction of another elementary general music teacher. Participants represented a variety of educational backgrounds and teaching experience: Teacher A (9 years teaching Grades 4-6 at…

The authors describe a video-enhanced process for promoting teachers' transformative learning. The non-linear process includes awareness, immersive reflection, and dialogue. The desired result would be holistic change that can be evidenced through change in teaching practice. The article provides a rationale, theoretical support, and some selected…

Videotape and participant observation were used to document an American high school teacher workgroup's experience with collaborative teacher inquiry and to monitor changes in practice through two cycles of instructional planning, classroom implementation, and reflective analysis. Detectable changes in practice were observed, including a…

This study explores the relationship between teacher knowledge and student learning in the area of mathematics by developing and evaluating an innovative approach to assessing teacher knowledge. This approach is based on teachers' analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written…

Reflective practice is a major focus of teacher preparation programs (Cochran-Smith & Lytle, 1992; Putnam & Borko, 2000; Zeichner, 1986; Zeichner & Liston, 1987), yet Zeichner (1986) asserts that developing reflective practice in preservice teachers has focused primarily on short-term, less systematic interventions and that interventions must be…

This article reports on an investigation of how teachers of geometry perceived an episode of instruction presented to them as a case of engaging students in proving. Confirming what was hypothesized, participants found it remarkable that a teacher would allow a student to make an assumption while proving. But they perceived this episode in various…

Research and practice going back to the 1960s support the use of videotaping to facilitate preservice teachers' development of reflective teaching skills. Emerging research suggests that additional video-based activities, including editing video vignettes of teaching, can deepen preservice teachers' reflection. This action research study describes…

While video has long been used to capture micro teaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment teacher self-reflection. Such tools make possible the documentation and support self-analysis using verifiable evidence as well…

This paper first reports on the methodology of a study of teacher knowledge for statistics, conducted in a classroom at the primary school level. The methodology included videotaping of a sequence of lessons that involved students in investigating multivariate data sets, followed up by audiotaped interviews with each teacher. These stimulated…

The present article addresses how lesson study can facilitate changing traditional norms of individualism, conservatism and presentism that constrain American teachers from learning from one another. The article investigates how lesson study can serve as a vehicle for developing teacher learning communities by developing or redeveloping teachers'…