Frequently Asked Questions About the Video Study

• What is the TIMSS 1999 Video Study?
  
• Why study teaching through a video study?
• Which classes were videotaped in the 1999 Video Study?
  
• How were the videotaped lessons analyzed?
  
• How do we know that the videos are representative of each country's teaching?
  
• What do we know about the effect of the camera in the classroom?
  
• How do we know the teachers taught as they normally do?
  
• Does the video study identify features of "good" or "exemplary" teaching?
  
• How can the videos be accessed?
  
• Are the results of the 1999 Video Study linked to the TIMSS 1999 assessment results?
  
• How is the 1999 Video Study related to the 1995 study?
  
• Where can I get a copy of the TIMSS 1999 Video Study Report?
  

Why study teaching through a video study?

Traditionally, attempts to measure classroom teaching have used teacher questionnaires. Although questionnaires are relatively easy to administer on a large scale and can provide useful quantitative information, they rely on a teacher's memory and conscious behaviors. Moreover, questions are subject to a teacher's interpretation and cannot be revisited once the questionnaire has been completed. The benefits of a video study are as follows:

• Video enables the study of complex processes;
• Video increases inter-rater reliability, decreases training difficulties;
• Video enables coding from multiple perspectives;
• Video stores data in a form that allows new analyses at a later time;
• Video facilitates integration of qualitative and quantitative information; and
• Video facilitates communication of the results

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