How much does facilitation matter? Comparing externally and participant-facilitated, MQI-based video clubs
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How much does facilitation matter? Comparing externally and participant-facilitated, MQI-based video clubs Rebecca Mitchell 1
& Mary
Beisiegel 2 & Johanna Barmore 3
Received: 10 June 2019 / Revised: 14 July 2020 / Accepted: 4 August 2020 # Mathematics Education Research Group of Australasia, Inc. 2020
Abstract Video clubs have become an increasingly popular professional development model. The literature has suggested that when such video analysis groups lack an external facilitator, teacher participants struggle with focusing on salient aspects of mathematical practice. However, there is little research comparing externally and participant-led facilitation of, otherwise, identical professional development. This paper seeks to add to our understanding of professional development facilitation by reporting on a study in which video clubs were randomly assigned to either externally or participant-led groups for an MQI-based video analysis program. MQI refers to Mathematical Quality of Instruction observational tool, developed by Heather Hill et al. Participants watched lesson segments and scored them using code from the MQI, then discuss their scores using evidence from the clip and the MQI in pairs and then groups. We recorded whole group discussions and coded conversations for research-based, high-quality discourse moves. We also tracked participants MQI scores and coded lesson/video reflections for MQI noticing. We found no differences in either MQI noticing or conversation quality between group types, on average. Despite what current research suggests, we found participant-facilitated groups were able to sustain high-quality conversations as externally facilitated groups, though there was variability within group type. In this paper, we explore some factors which may have contributed to this variation, including the professional development model, itself. Keywords Discourse . Professional development . Facilitation . Mathematics teacher
education . Video clubs
* Rebecca Mitchell [email protected]
1
Pine Manor College, Haldan 204, 400 Heath Street, Chestnut Hill, MA 02186, USA
2
Oregon State University, Kidd 368, Corvallis, OR 97331-4605, USA
3
WestEd, 300 Unicorn Park Drive, Woburn, MA 01801, USA
R. Mitchell et al.
Introduction Lesson video recordings are increasingly used in professional development settings to help teachers examine and understand classroom events (Gaudin and Chaliès 2015). Video recordings represent authentic practice and realistic contexts (Clarke and Hollingsworth 2002), providing a view into the complexity of classrooms (Nemirovsky and Galvis 2004; van Es et al. 2014), and the opportunity for multiple types of analyses (Clarke et al. 2013). Researchers have found that teachers learn from watching, discussing, and reflecting on video recordings of instruction (Sherin and van Es 2009; Siry and Martin 2014; Sun and van Es 2015). Analyzing video has also been shown to help teachers notice more salient features of mathematics instruction, seen as an important component of teacher exp
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