Lihua Xu is Lecturer in Science Education at Deakin University. With more than 10 years experience of video research in classroom settings, her research focuses on understanding the complexity of teaching and learning in classrooms situated in East Asian and Western cultural contexts.George Aranda is Lecturer in Science Education at Deakin University with broad interests including video-based research in science education, technology education, coding, gaming, neuroscience and science communication. Wanty Widjaja is Senior Lecturer in Mathematics Education at Deakin University. Her research interests include mathematical modelling, design-based research, professional noticing, Realistic Mathematics, Lesson Study, STEM Interdisciplinary and video-based research methodology. David Clarke is Professor at the University of Melbourne and Director of the International Centre for Classroom Research (ICCR). Over the last 20 years, his research activity has centred on capturing the complexity of classroom practice through a program of international video-based classroom research.

• List of Figures and TablesIntroductionSection I: The Roles of Video in Education Research Section Overview Wanty Widjaja, Gaye Williams, and David Clarke1. The Use of Video in Classroom Research: Window, Lens, or Mirror David Clarke and Man Ching Esther Chan2. Validity and Comparability in Cross-cultural Video Studies of Classrooms Lihua Xu and David Clarke3. A Video Study of Quality Teaching and Learning in Three Countries Russell Tytler, Hsian-Lan Sharon Chen, Mark Hackling, and Jörg Ramseger4. Potential and Challenges in Examining Teachers’ Metacognitive Instructional Strategies Using Video Technology Lee Ngan Hoe, Ng Kit Ee Dawn, Cynthia Seto, and Loh Mei Yoke5. Examining Primary School Teachers’ Professional Noticing Through a Video-Based Methodology Wanty Widjaja, Lihua Xu, and Wendy Jobling6. Critical Videographic Research Methods: Researching Teacher’s Lives and Work Post ‘9/11’ Matthew Krehl Edward Thomas and Julianne MossSection II: Video as a Tool for Capturing and Understanding Complexity of Teaching and LearningSection Overview Lihua Xu, Russell Tytler, and Louise Paatsch7. Video-Based Research in a Laboratory Classroom: Connecting Learning to Classroom Interactions Man Ching Esther Chan and David Clarke8. Video Research: Purposeful Selection From Rich Data Sets Joseph Ferguson, George Aranda, Russell Tytler, and Radhika Gorur9. The Use of Video-based Ethnography in an Inquiry-based Blended Science Classroom Connie Cirkony and Peter Hubber10. Characterisation of the Didactic Contract Using the Video of the Classroom as Primary Data Andrée Tiberghien and Patrice Venturini11. The Use of Recurrent Gestures to Give Cohesion to Classroom Discourse Eduardo F. Mortimer, Renata Reis Pereira, and Luciana Moro12. Re/active Documentary: An Artefact of Dynamic Force Melissa Joy WolfeSection III: Video as a Tool for Reflection on Practice in Teaching and Learning Section Overview George Aranda, Linda Hobbs, and John Cripps-Clark13. Using Video-Stimulated Interviews to Foster Reflection, Agency and Knowledge-Building in Research Maria Nicholas, Louise Paatsch, and Andrea Nolan14. Video as a Second Stimulus in Developing the Professional Agency of Primary Pre-service Teachers John Cripps Clark, Gail Chittleborough, and Paul Chandler15. Using Self-captured Video to Support Reflective Practice in Teacher Professional Learning Communities Peter Hubber, Peta White, and Amanda Berry16. Preparing Teachers for Reform-oriented Teaching Using the Thematic Approach of Re-viewing Videos Valerie Wing Yan Yip, Kennedy Kam Ho Chan, Benny Hin Wai Yung, and Ching LaiList of contributorsIndex

Anna Sfard, Professor, Education, The University of HaifaThe use of video is widespread these days both in research and in teacher training. In terms of extent and intensity the actual use is well ahead of any theoretical considerations regarding the epistemological/ontological underpinnings of this or of its outcomes. Books that reflect on this use are urgently needed. The book is quite universal in its theme and has an international authorship (admittedly, with Australian majority). David Clarke, the most senior of the editors, is one of the best known, most highly esteemed and most productive members of the international community of learning sciences coming from mathematics education. In particular, he has an impressive record of creating international research networks and of book writing and editing. In result, he has years of experience in collecting and analysing video-recorded data from all over the world. The two other editors are young and promising as scholars. The team, as a whole, may be trusted to do a good job. The applications of the cutting-edge video technology (as well as means for working with video recordings) and the wideness of the perspective and of domains of application seem to be the particular strengths of this book. Also, the different chapters build on the rich experience and theoretical considerations collected so far and thus make an important contribution, well beyond what has been said on the topic in the past. Gabriele Kaiser, Professor, University of Hamburg, GermanyAs the possible editors have pointed out in their description research based on video is strongly and rapidly growing research field all over the world. It has become of high relevance, because it allows deep insight into classrooms or other research fields. The advantages of video compared to research with other observational instruments are its replicability, which allows more valid scientific results. Due to the wide applicability of video-based research in nearly all educational fields, there is a strong need for a book describing the possibilities and limitations of video-based research. The book has as strong advantage that it is an edited book with collected papers covering many areas of research expertise and tackling the theme video-based research from several broad perspectives, especially from a methodological point of view.Fritjof Sahlström, Professor, Åbo Akademi University, Finland Is there a real need for this book?Yes , there is. The main heading is good. The subtitle is not as compelling. I would consider skipping the agency part, and just go for cross-disciplinary perspectives. Is the author a recognised authority in this field? Yes, indeed, especially the editors. Chapter contributions vary with respect to authority. Is the book’s coverage of the subject adequate and appropriate to the level aimed at?Yes, I do think so. My only major concern is about the lack of screens and internet in the volume. A considerable aspect of today’s sociality, in different settings such as Education, is screen-mediated. There are some quite developed tools for integrating different versions of screen interaction in video research. For the book to be even more up-to-date, I would consider how to deal with screen-mediated sociality.Editor’s response: The team does not feel there is a need to include an additional chapter on screen-mediated sociality. While there are certainly some interesting research in this area, we do not feel this is a really significant missing aspect of video research or a gap as such. The intention was not to "cover" the subject of video use but rather to provide points of view on the use of video, present a selection of ways to do this and offer examples of actual use. Both Reviewer 1 and 2 felt the scope of the book is satisfactory and appropriate and we also noted Reviewer 1’s comment that the broadness of the perspectives chosen has the potential to turn the book into a handbook for video-based research. This indicates that the coverage of the book is appropriate in its current form.

Lihua Xu is Lecturer in Science Education at Deakin University. With more than 10 years experience of video research in classroom settings, her research focuses on understanding the complexity of teaching and learning in classrooms situated in East Asian and Western cultural contexts.George Aranda is Lecturer in Science Education at Deakin University with broad interests including video-based research in science education, technology education, coding, gaming, neuroscience and science communication. Wanty Widjaja is Senior Lecturer in Mathematics Education at Deakin University. Her research interests include mathematical modelling, design-based research, professional noticing, Realistic Mathematics, Lesson Study, STEM Interdisciplinary and video-based research methodology. David Clarke is Professor at the University of Melbourne and Director of the International Centre for Classroom Research (ICCR). Over the last 20 years, his research activity has centred on capturing the complexity of classroom practice through a program of international video-based classroom research.

• List of Figures and TablesIntroductionSection I: The Roles of Video in Education Research Section Overview Wanty Widjaja, Gaye Williams, and David Clarke1. The Use of Video in Classroom Research: Window, Lens, or Mirror David Clarke and Man Ching Esther Chan2. Validity and Comparability in Cross-cultural Video Studies of Classrooms Lihua Xu and David Clarke3. A Video Study of Quality Teaching and Learning in Three Countries Russell Tytler, Hsian-Lan Sharon Chen, Mark Hackling, and Jörg Ramseger4. Potential and Challenges in Examining Teachers’ Metacognitive Instructional Strategies Using Video Technology Lee Ngan Hoe, Ng Kit Ee Dawn, Cynthia Seto, and Loh Mei Yoke5. Examining Primary School Teachers’ Professional Noticing Through a Video-Based Methodology Wanty Widjaja, Lihua Xu, and Wendy Jobling6. Critical Videographic Research Methods: Researching Teacher’s Lives and Work Post ‘9/11’ Matthew Krehl Edward Thomas and Julianne MossSection II: Video as a Tool for Capturing and Understanding Complexity of Teaching and LearningSection Overview Lihua Xu, Russell Tytler, and Louise Paatsch7. Video-Based Research in a Laboratory Classroom: Connecting Learning to Classroom Interactions Man Ching Esther Chan and David Clarke8. Video Research: Purposeful Selection From Rich Data Sets Joseph Ferguson, George Aranda, Russell Tytler, and Radhika Gorur9. The Use of Video-based Ethnography in an Inquiry-based Blended Science Classroom Connie Cirkony and Peter Hubber10. Characterisation of the Didactic Contract Using the Video of the Classroom as Primary Data Andrée Tiberghien and Patrice Venturini11. The Use of Recurrent Gestures to Give Cohesion to Classroom Discourse Eduardo F. Mortimer, Renata Reis Pereira, and Luciana Moro12. Re/active Documentary: An Artefact of Dynamic Force Melissa Joy WolfeSection III: Video as a Tool for Reflection on Practice in Teaching and Learning Section Overview George Aranda, Linda Hobbs, and John Cripps-Clark13. Using Video-Stimulated Interviews to Foster Reflection, Agency and Knowledge-Building in Research Maria Nicholas, Louise Paatsch, and Andrea Nolan14. Video as a Second Stimulus in Developing the Professional Agency of Primary Pre-service Teachers John Cripps Clark, Gail Chittleborough, and Paul Chandler15. Using Self-captured Video to Support Reflective Practice in Teacher Professional Learning Communities Peter Hubber, Peta White, and Amanda Berry16. Preparing Teachers for Reform-oriented Teaching Using the Thematic Approach of Re-viewing Videos Valerie Wing Yan Yip, Kennedy Kam Ho Chan, Benny Hin Wai Yung, and Ching LaiList of contributorsIndex

Anna Sfard, Professor, Education, The University of HaifaThe use of video is widespread these days both in research and in teacher training. In terms of extent and intensity the actual use is well ahead of any theoretical considerations regarding the epistemological/ontological underpinnings of this or of its outcomes. Books that reflect on this use are urgently needed. The book is quite universal in its theme and has an international authorship (admittedly, with Australian majority). David Clarke, the most senior of the editors, is one of the best known, most highly esteemed and most productive members of the international community of learning sciences coming from mathematics education. In particular, he has an impressive record of creating international research networks and of book writing and editing. In result, he has years of experience in collecting and analysing video-recorded data from all over the world. The two other editors are young and promising as scholars. The team, as a whole, may be trusted to do a good job. The applications of the cutting-edge video technology (as well as means for working with video recordings) and the wideness of the perspective and of domains of application seem to be the particular strengths of this book. Also, the different chapters build on the rich experience and theoretical considerations collected so far and thus make an important contribution, well beyond what has been said on the topic in the past. Gabriele Kaiser, Professor, University of Hamburg, GermanyAs the possible editors have pointed out in their description research based on video is strongly and rapidly growing research field all over the world. It has become of high relevance, because it allows deep insight into classrooms or other research fields. The advantages of video compared to research with other observational instruments are its replicability, which allows more valid scientific results. Due to the wide applicability of video-based research in nearly all educational fields, there is a strong need for a book describing the possibilities and limitations of video-based research. The book has as strong advantage that it is an edited book with collected papers covering many areas of research expertise and tackling the theme video-based research from several broad perspectives, especially from a methodological point of view.Fritjof Sahlström, Professor, Åbo Akademi University, Finland Is there a real need for this book?Yes , there is. The main heading is good. The subtitle is not as compelling. I would consider skipping the agency part, and just go for cross-disciplinary perspectives. Is the author a recognised authority in this field? Yes, indeed, especially the editors. Chapter contributions vary with respect to authority. Is the book’s coverage of the subject adequate and appropriate to the level aimed at?Yes, I do think so. My only major concern is about the lack of screens and internet in the volume. A considerable aspect of today’s sociality, in different settings such as Education, is screen-mediated. There are some quite developed tools for integrating different versions of screen interaction in video research. For the book to be even more up-to-date, I would consider how to deal with screen-mediated sociality.Editor’s response: The team does not feel there is a need to include an additional chapter on screen-mediated sociality. While there are certainly some interesting research in this area, we do not feel this is a really significant missing aspect of video research or a gap as such. The intention was not to "cover" the subject of video use but rather to provide points of view on the use of video, present a selection of ways to do this and offer examples of actual use. Both Reviewer 1 and 2 felt the scope of the book is satisfactory and appropriate and we also noted Reviewer 1’s comment that the broadness of the perspectives chosen has the potential to turn the book into a handbook for video-based research. This indicates that the coverage of the book is appropriate in its current form.

Lihua Xu is Lecturer in Science Education at Deakin University. With more than 10 years experience of video research in classroom settings, her research focuses on understanding the complexity of teaching and learning in classrooms situated in East Asian and Western cultural contexts.George Aranda is Lecturer in Science Education at Deakin University with broad interests including video-based research in science education, technology education, coding, gaming, neuroscience and science communication. Wanty Widjaja is Senior Lecturer in Mathematics Education at Deakin University. Her research interests include mathematical modelling, design-based research, professional noticing, Realistic Mathematics, Lesson Study, STEM Interdisciplinary and video-based research methodology. David Clarke is Professor at the University of Melbourne and Director of the International Centre for Classroom Research (ICCR). Over the last 20 years, his research activity has centred on capturing the complexity of classroom practice through a program of international video-based classroom research.

• List of Figures and TablesIntroductionSection I: The Roles of Video in Education Research Section Overview Wanty Widjaja, Gaye Williams, and David Clarke1. The Use of Video in Classroom Research: Window, Lens, or Mirror David Clarke and Man Ching Esther Chan2. Validity and Comparability in Cross-cultural Video Studies of Classrooms Lihua Xu and David Clarke3. A Video Study of Quality Teaching and Learning in Three Countries Russell Tytler, Hsian-Lan Sharon Chen, Mark Hackling, and Jörg Ramseger4. Potential and Challenges in Examining Teachers’ Metacognitive Instructional Strategies Using Video Technology Lee Ngan Hoe, Ng Kit Ee Dawn, Cynthia Seto, and Loh Mei Yoke5. Examining Primary School Teachers’ Professional Noticing Through a Video-Based Methodology Wanty Widjaja, Lihua Xu, and Wendy Jobling6. Critical Videographic Research Methods: Researching Teacher’s Lives and Work Post ‘9/11’ Matthew Krehl Edward Thomas and Julianne MossSection II: Video as a Tool for Capturing and Understanding Complexity of Teaching and LearningSection Overview Lihua Xu, Russell Tytler, and Louise Paatsch7. Video-Based Research in a Laboratory Classroom: Connecting Learning to Classroom Interactions Man Ching Esther Chan and David Clarke8. Video Research: Purposeful Selection From Rich Data Sets Joseph Ferguson, George Aranda, Russell Tytler, and Radhika Gorur9. The Use of Video-based Ethnography in an Inquiry-based Blended Science Classroom Connie Cirkony and Peter Hubber10. Characterisation of the Didactic Contract Using the Video of the Classroom as Primary Data Andrée Tiberghien and Patrice Venturini11. The Use of Recurrent Gestures to Give Cohesion to Classroom Discourse Eduardo F. Mortimer, Renata Reis Pereira, and Luciana Moro12. Re/active Documentary: An Artefact of Dynamic Force Melissa Joy WolfeSection III: Video as a Tool for Reflection on Practice in Teaching and Learning Section Overview George Aranda, Linda Hobbs, and John Cripps-Clark13. Using Video-Stimulated Interviews to Foster Reflection, Agency and Knowledge-Building in Research Maria Nicholas, Louise Paatsch, and Andrea Nolan14. Video as a Second Stimulus in Developing the Professional Agency of Primary Pre-service Teachers John Cripps Clark, Gail Chittleborough, and Paul Chandler15. Using Self-captured Video to Support Reflective Practice in Teacher Professional Learning Communities Peter Hubber, Peta White, and Amanda Berry16. Preparing Teachers for Reform-oriented Teaching Using the Thematic Approach of Re-viewing Videos Valerie Wing Yan Yip, Kennedy Kam Ho Chan, Benny Hin Wai Yung, and Ching LaiList of contributorsIndex

Anna Sfard, Professor, Education, The University of HaifaThe use of video is widespread these days both in research and in teacher training. In terms of extent and intensity the actual use is well ahead of any theoretical considerations regarding the epistemological/ontological underpinnings of this or of its outcomes. Books that reflect on this use are urgently needed. The book is quite universal in its theme and has an international authorship (admittedly, with Australian majority). David Clarke, the most senior of the editors, is one of the best known, most highly esteemed and most productive members of the international community of learning sciences coming from mathematics education. In particular, he has an impressive record of creating international research networks and of book writing and editing. In result, he has years of experience in collecting and analysing video-recorded data from all over the world. The two other editors are young and promising as scholars. The team, as a whole, may be trusted to do a good job. The applications of the cutting-edge video technology (as well as means for working with video recordings) and the wideness of the perspective and of domains of application seem to be the particular strengths of this book. Also, the different chapters build on the rich experience and theoretical considerations collected so far and thus make an important contribution, well beyond what has been said on the topic in the past. Gabriele Kaiser, Professor, University of Hamburg, GermanyAs the possible editors have pointed out in their description research based on video is strongly and rapidly growing research field all over the world. It has become of high relevance, because it allows deep insight into classrooms or other research fields. The advantages of video compared to research with other observational instruments are its replicability, which allows more valid scientific results. Due to the wide applicability of video-based research in nearly all educational fields, there is a strong need for a book describing the possibilities and limitations of video-based research. The book has as strong advantage that it is an edited book with collected papers covering many areas of research expertise and tackling the theme video-based research from several broad perspectives, especially from a methodological point of view.Fritjof Sahlström, Professor, Åbo Akademi University, Finland Is there a real need for this book?Yes , there is. The main heading is good. The subtitle is not as compelling. I would consider skipping the agency part, and just go for cross-disciplinary perspectives. Is the author a recognised authority in this field? Yes, indeed, especially the editors. Chapter contributions vary with respect to authority. Is the book’s coverage of the subject adequate and appropriate to the level aimed at?Yes, I do think so. My only major concern is about the lack of screens and internet in the volume. A considerable aspect of today’s sociality, in different settings such as Education, is screen-mediated. There are some quite developed tools for integrating different versions of screen interaction in video research. For the book to be even more up-to-date, I would consider how to deal with screen-mediated sociality.Editor’s response: The team does not feel there is a need to include an additional chapter on screen-mediated sociality. While there are certainly some interesting research in this area, we do not feel this is a really significant missing aspect of video research or a gap as such. The intention was not to "cover" the subject of video use but rather to provide points of view on the use of video, present a selection of ways to do this and offer examples of actual use. Both Reviewer 1 and 2 felt the scope of the book is satisfactory and appropriate and we also noted Reviewer 1’s comment that the broadness of the perspectives chosen has the potential to turn the book into a handbook for video-based research. This indicates that the coverage of the book is appropriate in its current form.