Epistemic Mediation: Video Data as Filters for the Objectification of Teaching by Teachers

Video Research in the Learning Sciences

Volumn , Issue , 2014, Pages 367-382

  Roth, Wolff Michael ^a  

^a UNIVERSITY OF VICTORIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85145832981     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203877258-31     Document Type: Chapter

References (29)

1. Bourdieu, P. (1990). The logic of practice. Cambridge, England: Polity Press.
2. Bourdieu, P. (1992). The practice of reflexive sociology (The Paris workshop). In P. Bourdieu & L. J. D. Wacquant (Eds.), An invitation to reflexive sociology (pp. 216-260). Chicago: University of Chicago Press.
3. Derrida, J. (1995). Points… Interviews 1974-1994. Stanford, CA: Stanford University Press.
4. Erickson, G. L., & MacKinnon, A. (1991). Seeing classrooms in new ways: On becoming a science teacher. In D. Schön (Ed.), The reflective turn: Case studies in and on educational practice (pp. 15-36). New York: Teachers College Press.
5. Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32(3), 16-25.
6. Gallagher, S. (2002). Experimenting with introspection. Trends in Cognitive Sciences, 6, 374-375.
7. Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.
8. Goldman-Segall, R. (1995). Configurational validity: A proposal for analyzing multimedia ethnographic narratives. Journal for Educational Multimedia and Hypermedia, 4, 163-182.
9. Goldman-Segall, R. (1998). Points of viewing children’s thinking: A digital ethnographer’s journey. Mahwah, NJ: Lawrence Erlbaum Associates.
10. Goldman-Segall, R., Riecken, T., Adams, A., Taaffe, K. D., Isles, J., & van Osterhout, W. (1993). Growth of a multimedia school culture: A multi-voiced narrative. Arachnet Electronic Journal on Virtual Culture, 1(7).
11. Hammer, D. (1996). Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions? The Journal of the Learning Sciences, 5, 97-127.
12. Harel, I. (1991). The silent observer and holistic note taker: Using video for documenting a research project. In I. Harel & S. Papert (Eds.), Constructionism: Research reports and essays, 1985-1990 (pp. 449-465). Norwood, NJ: Ablex.
13. Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4, 39-103.
14. Lampert, M. (1998). Studying teaching as a thinking practice. In J. Greeno & S. V. Goldman (Eds.), Thinking practices in mathematics and science learning (pp. 53-78). Mahwah, NJ: Lawrence Erlbaum Associates.
15. Leont’ev, A. N. (1978). Activity, consciousness and personality. Englewood Cliffs, NJ:Prentice Hall.
16. Mikhailov, F. (1980). The riddle of self. Moscow: Progress.
17. Piaget, J. (1970). Genetic epistemology. New York: Norton.
18. Ricoeur, P. (1991). From text to action: Essays in hermeneutics, II. Evanston, IL: Northwestern University Press.
19. Roth, W.-M. (1996). Thinking with hands, eyes, and signs: Multimodal science talk in a grade 6/7 unit on simple machines. Interactive Learning Environments, 4, 170-187.
20. Roth, W.-M. (2002). Being and becoming in the classroom. Westport, CT: Ablex.
21. Roth, W.-M. (2004). Das Video als Mittel der Reflektion über die Unterrichtspraxis [Video as a means for reflecting on teacher practice]. In M. Welzel & H. Stadler (Eds.), Nimm doch mal die Kamera: Zur Nutzung von Videos in der Lehrerausbildung-Beispiele und Empfehlungen aus den Naturwissenschaften [Why don’t you take the camera: On the use of videos in teacher training-Examples and recommendations from the natural sciences] (pp. 4-21). Münster: Waxman-Verlag.
22. Roth, W.-M., McGinn, M. K., Woszczyna, C., & Boutonné, S. (1999). Differential participation during science conversations: The interaction of focal artifacts, social configuration, and physical arrangements. The Journal of the Learning Sciences, 8, 293-347.
23. Roth, W.-M., & Tobin, K. G. (2002). At the elbow of another: Learning to teach by coteaching. New York: Peter Lang.
24. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
25. Spindler, G., & Spindler, L. (1992). Cultural process and ethnography: An anthropological perspective. In M. LeCompte, W. Millroy, & J. Preissle (Eds.), The handbook of qualitative research in education (pp. 53-92). New York: Academic Press/Harcourt Brace.
26. Stevens, R., & Hall, R. (1997). Seeing tornado: How video traces mediate visitor understandings of (natural?) spectacles in a science museum. Science Education, 81, 735-748.
27. Stevens, R., & Toro-Martell, S. (2003). Leaving a trace: Digital meta-exhibits for supporting visitors to represent and exchange their ideas about museum exhibits. Supporting museum visitor interpretation and interaction with digital media annotation system. Journal of Museum Education, 28(2), 25-31.
28. ten Have, P. (1999). Doing conversation analysis: A practical guide. London: Sage.
29. van Zee, E., & Minstrell, J. (1997). Using questioning to guide student thinking. The Journal of the Learning Sciences, 6, 227-269.