Evaluating the Evidence Base of Video Analysis

Abstract

Special education teacher development is continually studied to determine best practices for improving teacher quality and promoting student learning. Video analysis is commonly included in teacher development targeting both teacher thinking and practice intended to improve learning opportunities for students. Positive research findings support video analysis as a teacher development tool, but the practice has not been deemed evidence based. In this evaluation, quality indicators, adapted from special education research and government recommendations, were used to determine whether video analysis is an evidence-based practice for developing special education pre-service and in-service teachers. A systematic literature search resulted in 113 identified articles which were narrowed to seven experimental studies using screening criteria adapted from What Works Clearing House. Significant findings supported video analysis across all seven studies, and the overall quality of the published research suggests video analysis is a promising practice. Implications and recommendations for special education teacher development are discussed.

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