Rethinking the Use of Classroom Cases: Leveraging Generative and Multimedia Principles for Meaningful Preservice Teacher Learning — Oak Academic Publishing
Research ArticleOpen AccessGoogle Scholar indexed
Rethinking the Use of Classroom Cases: Leveraging Generative and Multimedia Principles for Meaningful Preservice Teacher Learning
Department of Kinesiology and Educational Psychology, College of Education, Washington State University (WSU), Pullman, USA
,
Department of Teaching and Learning, College of Education, Washington State University (WSU), Pullman, USA
1 Department of Kinesiology and Educational Psychology, College of Education, Washington State University (WSU), Pullman, USA
2 Department of Teaching and Learning, College of Education, Washington State University (WSU), Pullman, USA
Preservice teachers only have a short time of classroom observation, microteaching, and field experience. This little opportunity for classroom practice poses a significant challenge to adequate teacher preparation. To address these concerns, scholars have turned to instructional strategies such as classroom cases to support preservice teachers and give them a hands-on opportunity to experience authentic teaching situations. However, many educators using cases in teacher education have yet to take maximum advantage of the evidence available to make case-based instruction more meaningful and beneficial to preservice teachers. Hence, we present a generative and interactive use of multimedia cases in preservice teacher education to maximize the benefits of cases and address the enormous gaps created by preservice teachers' limited access to the actual classroom.
Adesope, O. O., & Nesbit, J. C. (2012). Verbal Redundancy in Multimedia Learning Environments: A Meta-Analysis. Journal of Educational Psychology, 104, 250. https://doi.org/10.1037/a0026147
Aina, S. A. O., Carbonneau, K. J., Abercrombie, S. A., & Hushman, C. J. (2022). Optimizing Case-Based Instruction in Teacher Education: Generating versus Modeling Solutions for Improvement over Time [Poster Presentation]. In American Educational Research Association (AERA) Annual Meeting. https://doi.org/10.3102/1888805
Aina, S., & Aina, M. (2023). Videocases in Teacher Education: The Potential Roles of Situational and Personal Interests in Teacher Engagement and Professional Development. International Journal of Didactical Studies, 4, 19831. https://doi.org/10.33902/IJODS.202319831
Arbaugh, F., Ball, D. L., Grossman, P., Heller, D. E., & Monk, D. (2015). Deans’ Corner: Views on the State of Teacher Education in 2015. Journal of Teacher Education, 66, 435-445. https://doi.org/10.1177/0022487115602314
Arrastia-Chisholm, M., Tackett, S., & Torres, K. M. (2021). Case-Based Instruction in Educational Psychology: Comparing Collaborative and Independent Approaches. Journal of Research in Education, 30, 1-16.
Baddeley, A. (1992). Working Memory. Science, 255, 556-559. https://doi.org/10.1126/science.1736359
Baddeley, A. D. (1997) Human Memory: Theory and Practice. Psychology Press. https://doi.org/10.3109/09593989709036469
Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2015). Memory (2nd ed.). Psychology Press. https://doi.org/10.4324/9781315749860
Ball, D. L. (2017). Uncovering the Special Mathematical Work of Teaching. In Proceedings of the 13th International Congress on Mathematical Education (pp. 11-34). Springer. https://doi.org/10.1007/978-3-319-62597-3_2
Ball, D. L., & Forzani, F. M. (2009). The Work of Teaching and the Challenge for Teacher Education. Journal of Teacher Education, 60, 497-511. https://doi.org/10.1177/0022487109348479
Ball, D. L., Ben-Peretz, M., & Cohen, R. B. (2014). Records of Practice and the Development of Collective Professional Knowledge. British Journal of Educational Studies, 62, 317-335. https://doi.org/10.1080/00071005.2014.959466
Beck, R. J., King, A., & Marshall, S. K. (2002). Effects of Videocase Construction on Preservice Teachers’ Observations of Teaching. The Journal of Experimental Education, 70, 345-361. https://doi.org/10.1080/00220970209599512
Beitzel, B. D., & Derry, S. J. (2009). When the Book Is Better than the Movie: How Contrasting Videocases Influence Text Learning. Journal of Educational Computing Research, 40, 337-355. https://doi.org/10.2190/EC.40.3.e
Benedict-Chambers, A., & Aram, R. (2017). Tools for Teacher Noticing: Helping Preservice Teachers Notice and Analyze Student Thinking and Scientific Practice Use. Journal of Science Teacher Education, 28, 294-318. https://doi.org/10.1080/1046560X.2017.1302730
Berliner, D. (2002). Teacher Expertise. In Teaching and Learning in the Primary School (pp. 83-89). Routledge. https://doi.org/10.4324/9780203425114-12
Berliner, D. C. (1988). Implications of Studies on Expertise in Pedagogy for Teacher Education and Evaluation. In New Directions for Teacher Assessment (pp. 39-68).
Blomberg, G., Renkl, A., Sherin, M. G., Borko, H., & Seidel, T. (2013). Five Research-Based Heuristics for Using Video in Preservice Teacher Education. Journal for Educational Research Online, 5, 90-114.
Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a Tool for Fostering Productive Discussions in Mathematics Professional Development. Teaching and Teacher Education, 24, 417-436. https://doi.org/10.1016/j.tate.2006.11.012
Chi, M. T., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49, 219-243. https://doi.org/10.1080/00461520.2014.965823
Chi, M. T., Adams, J., Bogusch, E. B., Bruchok, C., Kang, S., Lancaster, M., & Yaghmourian, D. L. (2018). Translating the ICAP Theory of Cognitive Engagement into Practice. Cognitive Science, 42, 1777-1832. https://doi.org/10.1111/cogs.12626
Chi, M. T., De Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting Self-Explanations Improves Understanding. Cognitive Science, 18, 439-477. https://doi.org/10.1207/s15516709cog1803_3
Chubbuck, S. M., & Zembylas, M. (2008). The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher. American Educational Research Journal, 45, 274-318. https://doi.org/10.3102/0002831207311586
Clark, J. M., & Paivio, A. (1991). Dual Coding Theory and Education. Educational Psychology Review, 3, 149-210. https://doi.org/10.1007/BF01320076
Clark, R. E. (1994). Media Will Never Influence Learning. Educational Technology Research and Development, 42, 21-29. https://doi.org/10.1007/BF02299088
Clark, R. E. (2001). Learning from Media: Arguments, Analysis, and Evidence. IAP Information Age Publishing.
Csanadi, A., Kollar, I., & Fischer, F. (2021). Preservice Teachers’ Evidence-Based Reasoning during Pedagogical Problem-Solving: Better Together? European Journal of Psychology of Education, 36, 147-168. https://doi.org/10.1007/s10212-020-00467-4
Darling-Hammond, L. (2014). Strengthening Clinical Preparation: The Holy Grail of Teacher Education. Peabody Journal of Education, 89, 547-561. https://doi.org/10.1080/0161956X.2014.939009
Darling-Hammond, L., & Hammerness, K. (2002). Toward a Pedagogy of Cases in Teacher Education. Teaching Education, 13, 125-135. https://doi.org/10.1080/1047621022000007549
Darling-Hammond, L., & Hammerness, K. (2005). The Design of Teacher Education Program. Preparing Teachers for a Changing World. Jossey-Bass.
Davis, E. A. (2006). Characterizing Productive Reflection among Preservice Elementary Teachers: Seeing What Matters. Teaching and Teacher Education, 22, 281-301. https://doi.org/10.1016/j.tate.2005.11.005
DeLeeuw, K. E., & Mayer, R. E. (2008). A Comparison of Three Measures of Cognitive Load: Evidence for Separable Measures of Intrinsic, Extraneous, and Germane Load. Journal of Educational Psychology, 100, 223-234. https://doi.org/10.1037/0022-0663.100.1.223
Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., & Sherin, B. L. (2010). Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics. The Journal of the Learning Sciences, 19, 3-53. https://doi.org/10.1080/10508400903452884
Derry, S. J., Sherin, M. G., & Sherin, B. L. (2014). Multimedia Learning with Video. In The Cambridge Handbook of Multimedia Learning (pp. 785-812, 2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.038
Derry, S. J., Siegel, M., Stampen, J., & The STEP Research Group (2002). The STEP System for Collaborative Case-Based Teacher Education: Design, Evaluation and Future Directions. In G. Stahl (Ed.), Proceedings of Computer Support for Collaborative Learning (CSCL) (pp. 209-216). Erlbaum. https://doi.org/10.3115/1658616.1658646
Ellet, W. (2007). The Case Study Handbook: How to Read, Discuss, and Write Persuasively about Cases. Harvard Business Press.
Ellet, W. (2018). The Case Study Handbook, Revised Edition: A Student’s Guide. Harvard Business Press.
Enyedy, N., & Stevens, R. (2014). Analyzing Collaboration. In The Cambridge Handbook of the Learning Sciences (pp. 191-212, 2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.013
Fiorella, L., & Mayer, R. E. (2015). Learning as a Generative Activity. Cambridge University Press. https://doi.org/10.1017/CBO9781107707085
Fiorella, L., & Mayer, R. E. (2016). Eight Ways to Promote Generative Learning. Educational Psychology Review, 28, 717-741. https://doi.org/10.1007/s10648-015-9348-9
Fiorella, L., & Pilegard, C. (2021). Learner-Generated Explanations: Effects on Restudying and Learning from a Multimedia Lesson. Educational Psychology, 41, 45-62. https://doi.org/10.1080/01443410.2020.1755829
Gravett, S., de Beer, J., Odendaal-Kroon, R., & Merseth, K. K. (2017). The Affordances of Case-Based Teaching for the Professional Learning of Student-Teachers. Journal of Curriculum Studies, 49, 369-390. https://doi.org/10.1080/00220272.2016.1149224
Hatch, T., Shuttleworth, J., Jaffee, A. T., & Marri, A. (2016). Videos, Pairs, and Peers: What Connects Theory and Practice in Teacher Education? Teaching and Teacher Education, 59, 274-284. https://doi.org/10.1016/j.tate.2016.04.011
Hmelo-Silver, C. E., Derry, S. J., Bitterman, A., & Hatrak, N. (2009). Targeting Transfer in a STELLAR PBL Course for Preservice Teachers. Interdisciplinary Journal of Problem-Based Learning, 3, 4. https://doi.org/10.7771/1541-5015.1055
Howard, G. R. (2016). We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools. Teachers College Press.
Jonassen, D. H. (2006). Typology of Case-Based Learning: The Content, Form, and Function of Cases. Educational Technology, 46, 11-15.
Jonassen, D. H., Campbell, J. P., & Davidson, M. E. (1994). Learning with Media: Restructuring the Debate. Educational Technology Research and Development, 42, 31-39. https://doi.org/10.1007/BF02299089
Kazemi, E., Ghousseini, H., Cunard, A., & Turrou, A. C. (2016). Getting inside Rehearsals: Insights from Teacher Educators to Support Work on Complex Practice. Journal of Teacher Education, 67, 18-31. https://doi.org/10.1177/0022487115615191
Kleinknecht, M., & Groschner, A. (2016). Fostering Preservice Teachers’ Noticing with Structured Video Feedback: Results of an Online- and Video-Based Intervention Study. Teaching and Teacher Education, 59, 45-56. https://doi.org/10.1016/j.tate.2016.05.020
Kozma, R. B. (1994). Will Media Influence Learning? Reframing the Debate. Educational Technology Research and Development, 42, 7-19. https://doi.org/10.1007/BF02299087
Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., & Crowe, K. (2013). Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching. Journal of Teacher Education, 64, 226-243. https://doi.org/10.1177/0022487112473837
Malone, K. L., Helmer, J., & Polat, F. (2019). Student-Authored Case Studies: The Case of an Educational Leadership Course in Kazakhstan. In Case Study Methodology in Higher Education (pp. 133-159). IGI Global. https://doi.org/10.4018/978-1-5225-9429-1.ch007
Martin, M., Farrell, M., Seidel, T., Rie?, W., Konings, K. D., van Merrienboer, J. J., & Renkl, A. (2022). Focused Self-Explanation Prompts and Segmenting Foster Preservice Teachers’ Professional Vision-But Only during Training! International Journal of Educational Technology in Higher Education, 19, 1-29. https://doi.org/10.1186/s41239-022-00331-z
Mayer, R. (2020a). The Promise of Multimedia Learning. In Multimedia Learning (pp. 3-28, 3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781108894333.003
Mayer, R. (2020b). Multimedia Principle. In Multimedia Learning (pp. 117-138, 3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355.007
Mayer, R. (2020c) Principles of Multimedia Design. In Multimedia Learning (pp. 397-416, 3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355.026
Mayer, R. E. (1997). Multimedia Learning: Are We Asking the Right Questions? Educational Psychologist, 32, 1-19. https://doi.org/10.1207/s15326985ep3201_1
Mayer, R. E. (2002). Multimedia Learning. In Psychology of Learning and Motivation (Vol. 41, pp. 85-139). Academic Press. https://doi.org/10.1016/S0079-7421(02)80005-6
Mayer, R. E. (2005). Cognitive Theory of Multimedia Learning. In The Cambridge Handbook of Multimedia Learning (Vol. 41, pp. 31-48). Cambridge University Press. https://doi.org/10.1017/CBO9780511816819.004
Mayer, R. E. (2014). Incorporating Motivation into Multimedia Learning. Learning and Instruction, 29, 171-173. https://doi.org/10.1016/j.learninstruc.2013.04.003
Mayer, R. E. (2019). How Multimedia Can Improve Learning and Instruction. In The Cambridge Handbook of Cognition and Education (pp. 480-499). Cambridge University Press. https://doi.org/10.1017/9781108235631.019
Mayer, R. E. (2022). Cognitive Theory of Multimedia Learning. In The Cambridge Handbook of Multimedia Learning (pp. 57-72, 3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781108894333.008
Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38, 43-52. https://doi.org/10.1207/S15326985EP3801_6
Mayo, J. A. (2002). Case-Based Instruction: A Technique for Increasing Conceptual Application in Introductory Psychology. Journal of Constructivist Psychology, 15, 65-74. https://doi.org/10.1080/107205302753305728
Mayo, J. A. (2004). Using Case-Based Instruction to Bridge the Gap between Theory and Practice in Psychology of Adjustment. Journal of Constructivist Psychology, 17, 137-146. https://doi.org/10.1080/10720530490273917
McDuffie, A. R., Foote, M. Q., Bolson, C., Turner, E. E., Aguirre, J. M., Bartell, T. G., & Land, T. (2014). Using Video Analysis to Support Prospective K-8 Teachers’ Noticing of Students’ Multiple Mathematical Knowledge Bases. Journal of Mathematics Teacher Education, 17, 245-270. https://doi.org/10.1007/s10857-013-9257-0
Merseth, K. K. (1990). Case Studies and Teacher Education. Teacher Education Quarterly, 17, 53-62.
Merseth, K. K. (1994). Cases, Case Methods, and the Professional Development of Educators. ERIC Digest.
Miyake, N., & Kirschner, P. A. (2014). The Social and Interactive Dimensions of Collaborative Learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 418-438). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.026
Moreno, R., & Ortegano-Layne, L. (2008). Do Classroom Exemplars Promote the Application of Principles in Teacher Education? A Comparison of Videos, Animations, and Narratives. Educational Technology Research and Development, 56, 449-465. https://doi.org/10.1007/s11423-006-9027-0
Moreno, R., & Valdez, A. (2007). Immediate and Delayed Effects of Using a Classroom Case Exemplar in Teacher Education: The Role of Presentation Format. Journal of Educational Psychology, 99, 194-206. https://doi.org/10.1037/0022-0663.99.1.194
Nagro, S. A., DeBettencourt, L. U., Rosenberg, M. S., Carran, D. T., & Weiss, M. P. (2017). The Effects of Guided Video Analysis on Teacher Candidates’ Reflective Ability and Instructional Skills. Teacher Education and Special Education, 40, 7-25. https://doi.org/10.1177/0888406416680469
National Academies of Sciences, Engineering, and Medicine (NASEM) (2018). How People Learn II: Learners, Contexts, and Cultures. National Academies Press.
National Research Council (2004). How Students Learn: History, Mathematics, and Science in the Classroom. National Academies Press.
National Research Council (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. The National Academies Press.
Nokes-Malach, T. J., Zepeda, C. D., Richey, J. E., & Gadgil, S. (2019). Collaborative Learning: The Benefits and Costs. In The Cambridge Handbook of Cognition and Education (pp. 480-499). Cambridge University Press. https://doi.org/10.1017/9781108235631.021
Ormrod, J. E. (2005). Using Student and Teacher Artifacts as Case Studies in Educational Psychology. The Clearing House, 78, 213-217.
Paas, F., & Sweller, J. (2014). Implications of Cognitive Load Theory for Multimedia Learning. In The Cambridge Handbook of Multimedia Learning (Vol. 27, pp. 27-42). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.004
Paivio, A. (2006). Mind and Its Evolution: A Dual Coding Approach. Erlbaum.
Palincsar, A. S., Spiro, R. J., Kucan, L., Magnusson, S. J., Collins, B., Hapgood, S., & Gelpi-Lomangino, A. (2007). Designing a Hypermedia Environment to Support Comprehension Instruction. In D. S. McNamara (Ed.), Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp. 441-462). Lawrence Erlbaum Associates Publishers.
Putnam, R. T., & Borko, H. (1997). Teacher Learning: Implications of New Views of Cognition. In International Handbook of Teachers and Teaching (pp. 1223-1296). Springer. https://doi.org/10.1007/978-94-011-4942-6_30
Putnam, R. T., & Borko, H. (2000). What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning? Educational Researcher, 29, 4-15. https://doi.org/10.3102/0013189X029001004
Rieche, H., Leuders, T., & Renkl, A. (2019). If a Student Thinks, “I’m Not a Math Person”, Do Preservice Teachers Notice? European Journal of Science and Mathematics Education, 7, 32-49. https://doi.org/10.30935/scimath/9532
Roth, K. J., Bintz, J., Wickler, N. I., Hvidsten, C., Taylor, J., Beardsley, P. M., & Wilson, C. D. (2017). Design Principles for Effective Video-Based Professional Development. International Journal of STEM Education, 4, Article No. 31. https://doi.org/10.1186/s40594-017-0091-2
Roth, K. J., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. (2011). Videobased Lesson Analysis: Effective Science PD for Teacher and Student Learning. Journal of Research in Science Teaching, 48, 117-148. https://doi.org/10.1002/tea.20408
Roth, K. J., Wilson, C. D., Taylor, J. A., Stuhlsatz, M. A., & Hvidsten, C. (2019). Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science. American Educational Research Journal, 56, 1217-1253. https://doi.org/10.3102/0002831218814759
Santagata, R., & Angelici, G. (2010). Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching. Journal of Teacher Education, 61, 339-349. https://doi.org/10.1177/0022487110369555
Santagata, R., & Guarino, J. (2011). Using Video to Teach Future Teachers to Learn from Teaching. ZDM Mathematics Education, 43, 133-145. https://doi.org/10.1007/s11858-010-0292-3
Santagata, R., & Taylor, K. (2018). Novice Teachers’ Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation. Contemporary Issues in Technology and Teacher Education, 18, 11-28.
Santagata, R., Konig, J., Scheiner, T., Nguyen, H., Adleff, A. K., Yang, X., & Kaiser, G. (2021). Mathematics Teacher Learning to Notice: A Systematic Review of Studies of Video-Based Programs. ZDM—Mathematics Education, 53, 119-134. https://doi.org/10.1007/s11858-020-01216-z
Schoenfeld, A. H. (2014). What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively Intertwined. Educational Researcher, 43, 404-412. https://doi.org/10.3102/0013189X14554450
Schoenfeld, A. H. (2017). Uses of Video in Understanding and Improving Mathematical Thinking and Teaching. Journal of Mathematics Teacher Education, 20, 415-432. https://doi.org/10.1007/s10857-017-9381-3
Sherin, M. G., & Jacobs, V. R. (2011). Situating the Study of Teacher Noticing. In Mathematics Teacher Noticing (pp. 33-44). Routledge. https://doi.org/10.4324/9780203832714
Sherin, M. G., & van Es, E. A. (2009). Effects of Video Club Participation on Teachers’ Professional Vision. Journal of Teacher Education, 60, 20-37. https://doi.org/10.1177/0022487108328155
Sherin, M., & van Es, E. (2005). Using Video to Support Teachers’ Ability to Notice Classroom Interactions. Journal of Technology and Teacher Education, 13, 475-491.
Shulman, J. H., & Colbert, J. A. (1989). Cases as Catalysts for Cases: Inducing Reflection in Teacher Education. Action in Teacher Education, 11, 44-52. https://doi.org/10.1080/01626620.1989.10462714
Shulman, L. S. (1992). Toward a Pedagogy of Cases. In J. H. Shulman (Ed.), Case Study Methods in Teacher Education (pp. 1-30). Teachers College Press.
Star, J. R., & Strickland, S. K. (2008). Learning to Observe: Using Video to Improve Preservice Mathematics Teachers’ Ability to Notice. Journal of Mathematics Teacher Education, 11, 107-125. https://doi.org/10.1007/s10857-007-9063-7
Star, J. R., Lynch, K. H., & Perova, N. (2011). Using Video to Improve Mathematics’ Teachers’ Abilities to Attend to Classroom Features: A Replication Study. In Mathematics Teachers’ Noticing: Seeing through Teachers’ Eyes (pp. 147-163). Routledge.
Stark, R., Kopp, V., & Fischer, M. R. (2011). Case-Based Learning with Worked Examples in Complex Domains: Two Experimental Studies in Undergraduate Medical Education. Learning and Instruction, 21, 22-33. https://doi.org/10.1016/j.learninstruc.2009.10.001
Stürmer, K., Seidel, T., & Schafer, S. (2013). Changes in Professional Vision in the Context of Practice. Gruppendynamik und Organisationsberatung, 44, 339-355. https://doi.org/10.1007/s11612-013-0216-0
Sweller, J. (2011). Cognitive Load Theory. In Psychology of Learning and Motivation (Vol. 55, pp. 37-76). Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00002-8
Sweller, J. (2016). Working Memory, Long-Term Memory, and Instructional Design. Journal of Applied Research in Memory and Cognition, 5, 360-367. https://doi.org/10.1016/j.jarmac.2015.12.002
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Measuring Cognitive Load. In Cognitive Load Theory (pp. 71-85). Springer. https://doi.org/10.1007/978-1-4419-8126-4_6
Syring, M., Kleinknecht, M., Bohl, T., Kuntze, S., Rehm, M., & Schneider, J. (2015). How Problem-Based or Direct Instructional Case-Based Learning Environments Influence Secondary School Preservice Teachers’ Cognitive Load, Motivation and Emotions: A Quasi-Experimental Intervention Study in Teacher Education. Journal of Education and Human Development, 4, 115-129.
Taylor, J. A., Roth, K., Wilson, C. D., Stuhlsatz, M. A., & Tipton, E. (2017). The Effect of an Analysis-of-Practice, Videocase-Based, Teacher Professional Development Program on Elementary Students’ Science Achievement. Journal of Research on Educational Effectiveness, 10, 241-271. https://doi.org/10.1080/19345747.2016.1147628
Taylor, J., Roth, K., Wilson, C., Stuhlsatz, M., & Tipton, E. (2016). The Effect of an Analysis-of-Practice, Videocase-Based, Teacher Professional Development Program on Teacher and Student Outcomes. Society for Research on Educational Effectiveness.
Van Es, E. A., & Sherin, M. G. (2002). Learning to Notice: Scaffolding New Teachers’ Interpretations of Classroom Interactions. Journal of Technology and Teacher Education, 10, 571-596.
Van Es, E. A., & Sherin, M. G. (2008). Mathematics Teachers’ Learning to Notice in the Context of a Video Club. Teaching and Teacher Education, 24, 244-276. https://doi.org/10.1016/j.tate.2006.11.005
Vosniadou, S. (2007). The Cognitive-Situative Divide and the Problem of Conceptual Change. Educational Psychologist, 42, 55-66. https://doi.org/10.1080/00461520709336918
Weber, K. E., Gold, B., Prilop, C. N., & Kleinknecht, M. (2018). Promoting Preservice Teachers’ Professional Vision of Classroom Management during Practical School Training: Effects of a Structured Online- and Video-Based Self-Reflection and Feedback Intervention. Teaching and Teacher Education, 76, 39-49. https://doi.org/10.1016/j.tate.2018.08.008
Wong, R. M., & Adesope, O. O. (2021). Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study. Educational Psychology Review, 33, 357-385. https://doi.org/10.1007/s10648-020-09545-x