Examining the Use of Video Analysis on Teacher Instruction and Teacher Outcomes: A Meta-Analysis

The purpose of this replicated systematic review (SR) and meta-analysis was to examine the literature base of single-case research design studies using video analysis to determine the intervention’s effectiveness on teacher outcomes. Using a primary search and an ancestral, citation, and first author searches, this study evaluated participant, student, and setting characteristics in dissertations and peer-reviewed articles published from 2010-2020. A total of 24 included articles were coded for descriptive analysis and design quality. For the meta-analysis, a total of 16 articles were reviewed for statistical analysis, in which a between-case standardized mean difference was used to calculate effect sizes. Results indicate praise (n = 6) and fidelity of implementation (n = 6) had the largest effect size that continue to define video analysis as a promising practice. Recommendations for future practice include continued studies using video analysis with diverse educators, students, and settings that meet design quality standards as well as increasing sample size to prove the generalizability of video analysis. Addressing these recommendations will support video analysis becoming an evidence-based practice (EBP) for educator development