Video Grand Rounds in Rural Teacher Preparation

Authors

  • Karen S Voytecki
  • Marsha Craft Tripp East Carolina University
  • Kathi Wilhite East Carolina University
  • Sandra Hopfengardner Warren East Carolina University

DOI:

https://doi.org/10.3776/tpre.2020.v10n1p119-140

Keywords:

clinical experience, grand rounds, co-teaching, practicum, rural education, special education teaching, teacher education

Abstract

Video Grand Rounds (VGR) were used at a rural university to prepare special education teacher candidates. Using the VGR structure, teacher candidates were taught to understand, observe, and articulate observations of classroom instruction through the use of authentic classroom videos created locally by K-12 rural special and general educators. The videos include teachers working with learners with disabilities and implementing instruction aligned with the general and adapted curriculum standards. In this paper, we report the effects of VGR on teacher candidates’ development of observation skills in an early experience course in this mixed methods study and share the design and development of templates for implementing this model.

Author Biographies

Karen S Voytecki

Karen S. Voytecki, PhD, is associate professor of special education at East Carolina University. Her research interests include utilizing technology for teacher preparation, co-teaching in higher education, inclusive education, and classroom management. Dr. Voytecki received the Clarissa Hug International Teacher of the Year award from the Council for Exceptional Children.

Marsha Craft Tripp, East Carolina University

Marsha Craft Tripp, EdD, is teaching associate professor of special education and a former executive director of exceptional children’s services for a local school district. She has a particular interest in developing meaningful social and communication skills of adults with autism based on their specific interests in postsecondary settings. Dr. Tripp received the Outstanding Special Education Administrator Award for the state of North Carolina from the North Carolina Department of Public Instruction Exceptional Children Division.

Kathi Wilhite, East Carolina University

Kathi Wilhite, EdD, is retired associate professor emerita at East Carolina University. She continues active professional involvement through part time teaching. Dr. Wilhite’s career focused on students with emotional and behavioral disorders, students with autism, and special education policy. During her career Dr. Wilhite was involved in the Behavioral Objective Sequence Research Network Initiative; the Behavioral Institute for Children and Adolescents, where she served as board member and secretary; and the Council for Children with Behavior Disorders, where she served as a national member-at-large and as president of both the North Carolina and Indiana chapters. Dr. Wilhite has served as a consultant for the Indiana Department of Public Instruction and the North Carolina Department of Education. She has additionally served North Carolina as a due process hearing officer.

Sandra Hopfengardner Warren, East Carolina University

Sandra Hopfengardner Warren, PhD, is professor at East Carolina University, where she directs the graduate special education degrees and certificate programs, codirects the North Carolina Deaf-Blind Project, and directs a U.S. Department of Education–funded personnel development grant. She received her PhD in special education and disability policy from the University of Maryland, College Park.

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. https://doi.org/10.1016/j.tate.2008.11.009

Beerer, K. (2017). Building culturally responsive classrooms with digital content. Federal Way, WA: Getting Smart. http://www.gettingsmart.com/2017/culturally-responsive-classrooms-digital-content/

Berry, A. B., Petrin, R. A., & Gravelle, M. L. (2011). Issues in special education teacher recruitment, retention, and professional development: Considerations in supporting rural teachers. Rural Special Education Quarterly, 30(4), 3–11. https://doi.org/10.1177/875687051103000402

Bethune, K. S., & Kiser, A. (2017). Doing more with less: Innovative program building in ABA and special education in a rural setting. Rural Special Education Quarterly, 36(1), 25–30. https://doi.org/10.1177/8756870517703395

Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussion in mathematics professional development. Teaching and Teacher Education, 24, 417–436. https://doi.org/10.1016/j.tate.2006.11.012

Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.

Bradley, J. V., Carmichael, M, Karpicke, J. D., & Reid, A. K. (2018). Assessing the impact of educational video on student engagement, critical thinking and learning: The current state of play. Thousand Oaks, CA: Sage.

Burton, M., Brown, K., & Johnson, A. (2013). Storylines about rural teachers in the United States: A narrative analysis of the literature. Journal of Research in Rural Education, 28(12), 1–18.

Catania, C. N., Almeida, D., Liu-Constant, B., & DiGennaro-Reed, F. D. (2009). Video modeling to train staff to implement discrete-trial instruction. Journal of Applied Behavior Analysis, 42, 387–392. https://doi.org/10.1901/jaba.2009.42-387

Cavanagh, M., & Prescott, A. (2010). The growth of reflective practice among three beginning secondary mathematics teachers. Asia-Pacific Journal of Teacher Education, 38(2), 147–159. https://doi.org/10.1080/13598661003678968

Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., . . . & Lett, W. (2011). Teaching: Making a difference. Milton, QLD, Australia: Wiley.

Clarà, M., Mauri, T., Colomina, R., & Onrubia, J. (2019). Supporting collaborative reflection in teacher education: A case study. European Journal of Teacher Education, 42(2), 175–191. https://doi.org/10.1080/02619768.2019.1576626

Coffey, A. M. (2014). Using video to develop skills in teacher education students. Australian Journal of Teacher Education, 39(9), 86–97. https://doi.org/10.14221/ajte.2014v39n9.7

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.

Cross, F. (2016). Teacher shortage areas nationwide listing: 1990–1991 through 2016–2017. Washington, DC: U.S. Department of Education. https://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf

Crowe, A., Dotson-Blake, K. P., Vazquez, M., & Malone, A. (2018). Enhancing clinical training with video grand rounds in counselor education. Journal of Creativity in Mental Health, 13(4), 479–489. https://doi.org/10.1080/15401383.2018.1456993

Cuthrell, K., Stapleton, J. N., Bullock, A. A., Lys, D. B., Smith, J. J., & Fogarty, E. (2014). Mapping the journey of reform and assessment for an elementary education teacher preparation program. Journal of Curriculum and Instruction, 8(1), 67–85. https://doi.org/10.3776/joci.2014.v8n1p67-85

Cuthrell, K., Steadman, S. C., Stapleton, J., & Hodge, E. (2016). Developing expertise: Using video to hone teacher candidates’ classroom observation skills. New Educator, 12(1), 5–27. https://doi.org/10.1080/1547688X.2015.1113349

Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149–1160. https://doi.org/10.3758/BRM.41.4.1149

Gaudin, C., Chaliès, S., & Amathieu, J. (2018). The impact of preservice teachers’ experiences in a video-enhanced training program on their teaching: A case study in physical education. Contemporary Issues in Technology and Teacher Education, 18(1), 168–196.

Goldman, R. (2007). Video representations and the perspectivity framework: Epistemology, ethnography, evaluation, and ethics. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 3–38). Mahwah, NJ: Erlbaum.

Hixon, E., & So, H.-J. (2009). Technology’s role in field experiences for preservice teacher training. Educational Technology and Society, 12(4), 294–304.

Larivee, B. (2000). Transforming teacher practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293–307. https://doi.org/10.1080/713693162

Leblanc, S. (2018). Analysis of video-based training approaches and professional development. Contemporary Issues in Technology and Teacher Education, 18(1), 125–148.

Leko, M. M., Brownell, M. T., Sindelar, P. T., & Kiely, M. T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82, 25–43. https://doi.org/10.1177/0014402915598782

MacLean, R., & White, S. (2007). Video reflection and the formation of teacher identity in a team of pre-service and experienced teachers. Reflective Practice, 8(1), 47–60. https://doi.org/10.1080/14623940601138949

Pedro, J. (2006). Taking reflection into the real world of teaching. Kappa Delta Pi Record, 42(3), 129–132. https://doi.org/10.1080/00228958.2006.10516449

Piburn, M., & Sawada, D. (2000). Reformed teaching observation protocol (RTOP): Reference manual (ACEPT Technical Report No. IN00-3). Arizona Collaborative for Excellence in the Preparation of Teachers. http://www.public.asu.edu/~anton1/AssessArticles/Assessments/Chemistry Assessments/RTOP Reference Manual.pdf

Quigley, B. L., & Nyquist, J. D. (1992). Using video technology to provide feedback to students in performance courses. Communication Education, 41(3), 324–334. https://doi.org/10.1080/03634529209378892

Reagan, E. M., Hambacher, E., Schram, T., McCurdy, K., Lord, D., Higginbotham, T., & Fornauf, B. (2019). Place matters: Review of the literature on rural teacher education. Teaching and Teacher Education, 80, 83–93. https://doi.org/10.1016/j.tate.2018.12.005

Rhew, A. (2017). A complex cycle: Teacher supply and demand. North Carolina Insight, 25(1). https://nccppr.org/complex-cycle-teacher-supply-demand/

Robinson, O. P., Bridges, S. A., Rollins, L. H., & Schumacker, R. E. (2019). A study of the relation between special education burnout and job satisfaction. Journal of Research in Special Educational Needs, 19(4), 295–303. https://doi.org/10.1111/1471-3802.12448

Rock, M. L., Spooner, F., Nagro, S., Vasquez, E., Dunn, C., Leko, M., . . . Jones, J. L. (2016). Twenty-first-century change drivers: Considerations for constructing transformative models of special education teacher development. Teacher Education and Special Education, 39(2), 98–120. https://doi.org/10.1177/0888406416640634

Roegman, R., & Riehl, C. (2012). Playing doctor with education: Considerations in using medical rounds as a model for instructional rounds. Journal of School Leadership, 22(5), 922–952. https://doi.org/10.1177/105268461202200505

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. London: Routledge.

Schulte, A., & Justeson, R. (2019). Increasing teacher efficacy through rural partnerships. In T. E. Hodges & A. C. Baum. Handbook of research on field-based teacher education (pp. 213-234). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-6249-8.ch009

Snoeyink, R. (2010). Using video self-analysis to improve “withitness” of student teachers. Journal of Digital Learning in Teacher Education, 26(3), 101–110.

Stanford Center for Assessment, Learning, and Equity. (2016). Educative assessment and meaningful support: 2016 edTPA administrative report. https://secure.aacte.org/apps/rl/res_get.php?fid=3621&ref=r1

Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research and Evaluation, 7, 137–146.

Stockero, S. (2008). Differences in preservice mathematics teachers’ reflective abilities attributable to use of a video case curriculum. Journal of Technology and Teacher Education, 16(4), 483–509.

Sullivan, A., & Johnson, B. (2012). Questionable practices? Relying on individual teacher resilience in remote schools. Australian and International Journal of Rural Education, 22(3), 101–116.

Thompson, S., & Cooner, D. D. (2001). Grand rounds—not just for doctors. Action in Teacher Education, 23(3), 84–88. https://doi.org/10.1080/01626620.2001.10463078

U.S. Department of Education. (n.d.). College- and career-ready standards. https://www.ed.gov/k-12reforms/standards

Van Hoof, T. J., Monson, R. J., Majdalany, G. T., Giannotti, T. E., & Meehan, T. P. (2009). A case study of medical grand rounds: Are we using effective methods? Academic Medicine, 84(8), 1144–1151. https://doi.org/10.1097/ACM.0b013e3181ad1c0e

Williams, J., Evans, C., & King, L. (2016, March). edTPA assessment in distance education: Implementation, results, and lessons learned in a special education program. In Society for Information Technology and Teacher Education international conference (pp. 1374–1377). Waynesville, NC: Association for the Advancement of Computing in Education.

Williams, J., King, L., Wilhite, K., & Canter, L. L. S. (2014, June). Integration and implementation of multiple means of assessment for data based curricular change. Raleigh, NC: North Carolina Association for Career and Technical Education.

Yell, M. L., Shriner, J. G., & Katsiyannis, A. (2006). Individuals with disabilities education improvement act of 2004 and IDEA regulations of 2006: Implications for educators, administrators, and teacher trainers. Focus on Exceptional Children, 39(1). https://doi.org/10.17161/fec.v39i1.6824

Youens, B., Smethem, L., & Sullivan, S. (2014). Promoting collaborative practice and reciprocity in initial teacher education: Realising a “dialogic space” through video capture. Journal of Education for Teaching, 40(2), 101–113. https://doi.org/10.1080/02607476.2013.871163

Zepeda, S. J. (2019). Professional development: What works. New York, NY: Routledge.

Zhang, M., Lundeberg, M., & Eberhardt, J. (2010). Seeing what you normally don’t see. Phi Delta Kappan, 91(6) 60–65. https://doi.org/10.1177/003172171009100615

Logo for the ECU Rural Education Institute

Downloads

Published

2020-06-17

How to Cite

Voytecki, K. S., Tripp, M. C., Wilhite, K., & Warren, S. H. (2020). Video Grand Rounds in Rural Teacher Preparation. Theory & Practice in Rural Education, 10(1), 119–140. https://doi.org/10.3776/tpre.2020.v10n1p119-140

Issue

Vol. 10 No. 1 (2020): Theory & Practice in Rural Education

Section

Practice Forum

License

Copyright (c) 2020 Karen S Voytecki, Marsha Craft Tripp, Kathi Wilhite, Sandra Hopfengardner Warren

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright Notice

Articles will be published using a Creative Commons Attribution Non-commercial Sharealike license. (For more information on this license, please visit the Creative Commons license page.) Please also note that the authors are explicitly granting permission for Academic Library Services to store a copy of the article in The ScholarShip, ECU's Institutional Repository under the terms of the current ScholarShip license. As a North Carolina agency, ECU contributes copies of all publications to the North Carolina State Archives.