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.
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Data availability
Data, other than what has been reported in our paper, is unavailable based on IRB requirements. The professional development materials can be made available, upon request.
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MQI codes, along with our coding scheme, can be made available upon request.
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This research was funded by the National Science Foundation through Grant 1221693 to Harvard University, PI: Heather C. Hill.
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All authors were also facilitators in the program. However, we coded reflections blind to group type, and multiple researchers coded session transcripts. Nobody involved in this research study will profit in any way from the study or the results. In addition, this article and study is not under review elsewhere.
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Mitchell, R., Beisiegel, M. & Barmore, J. How much does facilitation matter? Comparing externally and participant-facilitated, MQI-based video clubs. Math Ed Res J 34, 369–392 (2022). https://doi.org/10.1007/s13394-020-00348-5
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DOI: https://doi.org/10.1007/s13394-020-00348-5