Semester of Graduation
Fall 2017
Degree
Master of Education (MEd)
Department
Human Science and Education
Document Type
Thesis
Abstract
The purpose of this research study was to analyze the teacher’s ability to utilize video self-reflection as a structured learning tool to enhance their teaching practice and CLASS scores. Research has demonstrated that teachers are better able to be self-reflective when provided with a framework (Calandra, Gurvitch, & Lund, 2008). Literature has documented video self-reflection and CLASS as links for growth in children and professional development support for teachers (Pianta, Mashburn, Downer, Hammer, & Justice, 2008). Results from the present study indicated that the teachers became increasingly aware of the CLASS Toddler tool criteria through scoring their own behaviors, which impacted their instructional practices with children and led to increase reliability in scoring and increased CLASS scores.
Date
10-9-2017
Recommended Citation
Grantham-Caston, Michelle, "The Impact of Video Self-Reflection on Teacher Practice" (2017). LSU Master's Theses. 4320.
https://repository.lsu.edu/gradschool_theses/4320
Committee Chair
DiCarlo, Cynthia
DOI
10.31390/gradschool_theses.4320
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Elementary Education Commons