Tufts MA Thesis: Video-Based Teaching Cases
During the 2004-2005 academic year, I researched and wrote my thesis for an MA in Educational Studies in the Tufts University Department of Education. The research question was: How does the use of video-based teaching cases help preservice teachers to think about classroom observations?

I designed the cases based on the PBS Harvest of Fear website (click here for a diagram of the online videocase environment), which asks visitors to read an argument for or against the use of genetically modified crops and then counters the visitor's subsequent choice by offering an opposing argument. The three cases were created from footage of current or recent graduates of the Tufts Teacher Education Program in 2003-2004. Each case was taught at the high school level. Locations varied from urban (Boston), urban rim (Boston perimeter), suburban (Boston suburbs), and across disciplines: English, biology, and world history. 39 preservice teachers and 3 teacher education faculty completed the online video-based teaching cases, submitting written responses of approximately 750 words prior to participating in a 90-minute facilitated discussion led by the investigator. The online site used to disseminate the assignment is password-protected. So as to track the responses of participants, each participant was issued a passcode. Each participant also received a CD with the three, 10-minute videos, which when activated connected to the website. This method avoided the possible technical difficulties of transferring 50+MB of video over the Internet. This session was videotaped, audio-recorded, and transcribed for analysis. 30-minute interviews with 17 participants (including 2 faculty) were audio-taped and transcribed for analysis.

Research Question #1: What can we learn about PST observation through the use of a shared video-based case?

Preliminary findings:

• Though preservice classroom observation is highly subjective, one feature common to the the majority of respondents is the attention paid to the interaction of teacher and student
• Preservice classroom observers benefit from learning more from the observed teacher about the context for their observation
• Absent this context, preservice observers substitute assumptions that may contribute to harsher judgments about the teacher
• Sharing a text of classroom observations allows PSTs to benefit from other perspectives on the observation

Research Question #2: What can we learn about the design of useful video-based cases?

Preliminary findings:

• Encouraging PSTs to use evaluative discourse may accentuate a tendency in PSTs towards negative and less useful judgments
• Because viewing is subjective, context is partly user-dependent and therefore likely never to completely satisfy the viewer
• Including interview footage is helpful to viewers
• Decision-based cases, while engaging, encourage evaluative dialogue
• Need for greater connection from case to reality