The Global Teaching InSights Video Study: Methodology, Data, and Research Opportunities

AERA-OECD Forum—The Global Teaching InSights Video Study: Methodology, Data, and Research Opportunities

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Collaborating to Support Education Research


March 11, 2021
Washington DC: 9:30-11:30 AM / Paris: 15:30-17:30 / Hong Kong: 22:30-00:30


Felice J. Levine
 Executive Director

Anna Pons
Global Teaching InSights Project Lead


Andreas Schleicher
Director for Education and Skills


V. Darleen Opfer
Vice-President and Distinguished Chair

Eckhart Klieme
Professor Emeritus and Research Fellow

Courtney A. Bell
Director and Professor
WCER/University of Wisconsin


Jorge Manzi
Pontificia Universidad Católica de Chile 

Kristi Klette
University of Oslo

Frederick K.S. Leung
International Commission on Mathematical Instruction
Chair Professor
University of Hong Kong

Jon R. Star
Professor of Education
Harvard University

Mareike Kunter


Felice J. Levine
 Executive Director

Anna Pons
Global Teaching InSights Project Lead


The American Educational Research Association and the Organisation for Economic Co-operation and Development are holding this interactive forum to discuss research opportunities and lessons learned from the Global Teaching InSights Video Study—formerly known as the Teaching and Learning International Survey (TALIS) Video Study. It is co-sponsored by the AERA-ICPSR PEERS Data Hub.

After a presentation of the methodology, data, and lessons learned from the study, an international panel of researchers will consider the potential research use of the study. The forum provides a unique opportunity for researchers interested in investigating teaching and learning across countries, video analysis, mathematics education, and comparative studies. It will provide an important complement to the November 24 AERA-OECD forum that examined findings from "Global Teaching InSights–A Video Study of Teaching."

This webinar will broadcast live on ZOOM.
ASL interpretation and captioning will be provided.
Please register in advance.


By directly observing teaching in the classroom, OECD's Global Teaching InSights Video Study—formerly known as the Teaching and Learning International Survey (TALIS) Video Study—examines classroom management, social-emotional support and instructional practices in the classroom, as well as students’ opportunities to learn the content specified in the curricula.

The study is unique in the amount and types of data it collected on teaching and the methods it used to analyse them. About 700 teachers and 17,500 students from eight countries and economies participated. To enhance the comparability of teaching and learning across countries, the unit of quadratic equations in secondary school mathematics was chosen as a focus. Two lessons were recorded and lesson materials were collected to obtain direct evidence of classroom interactions, and both were coded following common and standardised protocols. Teachers and students completed questionnaires on their beliefs, practices and perspectives, and students were also tested on mathematics to measure their learning gains.


Courtney A. Bell is director of the Wisconsin Center for Education Research (WCER) and professor of Learning Sciences at the University of Wisconsin–Madison. She earned her doctorate at Michigan State University in Curriculum, Teaching and Educational Policy and a B.A. in Chemistry at Dartmouth College. Courtney is passionate about understanding and improving teaching for historically underserved children. She co-edited the 5th Edition of the American Educational Research Association’s Handbook of Research on Teaching and is currently working with colleagues to better understand how teachers learn in the early years of their careers. Courtney also was a principal investigator of the Global Teaching InSights Video Study.

Kirsti Klette is a distinguished professor in the department of teacher education and school research at the University of Oslo. Her research interests include teaching and learning, teacher quality, classroom studies and comparative studies. She is currently principal investigator of the “Linking Instruction and Student Achievement” (LISA) study and the “Synthesizing Research on Teaching Quality” (SYNTEQ). Klette is also appointed as principal investigator and director of the newly funded Nordic Center of Excellence “Quality in Nordic Teaching” (QUINT) using comparative video data from mathematics, language arts and social science classrooms across all Nordic countries to discuss and measure qualities of teaching.

Eckhard Klieme is a research fellow and former director at DIPF | Leibniz Institute for Research and Information in Education, Frankfurt/Germany. His areas of expertise include teaching quality, school effectiveness, educational assessment, and international comparative studies. He helped design and run video-based studies of teaching as well as large-scale assessments on a national and international scale, including PISA and the Global Teaching InSights Video Study.

Mareike Kunter is director at the DIPF | Leibniz Institute for Human Development and Educational Information where she heads the Teacher and Teaching Quality department. She is professor of Empirical Educational Research at the Goethe University Frankfurt. From 2010-2020, she was a professor of educational psychology at Goethe University Frankfurt. Her research focuses on the professional competence of teachers, teaching quality, and the evaluation of educational programs.

Frederick K.S. Leung is president of the International Commission on Mathematical Instruction (ICMI).  He is chair professor and Kintoy Professor in Mathematics Education at the University of Hong Kong, and dean of Graduate School at the University. Professor Leung’s major research interests include the comparison of mathematics education in different countries and the influence of different cultures on teaching and learning. He is principal investigator of the Hong Kong component of Trends in International Mathematics and Science Study (TIMSS), TIMSS Video Study, and Learner’s Perspective Study (LPS).

Felice J. Levine is executive director of AERA, where she champions the advancement of knowledge and the use of sound research to guide policy and practice. Her areas of expertise include science policy, research ethics, data access and sharing, and the academic and scientific workforce. Her current projects include the development of the AERA-ICPSR-NSF PEERS Data Hub to connect data resources, foster new scholarly networks, and build research capacity in STEM education.

Jorge Manzi is a full professor at the School of Psychology of the Catholic University and directs the MIDE UC Measurement Center. He has extensive experience in the development of measurement instruments in psychology and education. In particular, he has developed instruments for teacher evaluation, school evaluation, graduate tests as well as higher education admission exams in Chile. He is a member of several scientific societies, an associate editor of scientific journals and has numerous publications in national and international specialized media.

V. Darleen Opfer is vice president of RAND’s Education and Labor Research Division and distinguished chair in Education Policy. She has conducted policy research studies for several local, state, and national governments on issues that affect teachers and schools. She led the work of the International Consortium on the Global Teaching InSights Video Study. She currently is co-leading a study looking at the relationship between instructional coherence and outcomes for students of color and those living in poverty.

Anna Pons is analyst and project lead at the OECD Directorate for Education and Skills. She leads the work on the Global Teaching InSights Video Study and Video Library. Previously, Anna coordinated and contributed to in-depth reviews of the effectiveness and equity of nine education systems in Europe, Latin America and Asia. She also co-authored the report Equity and Quality in Education, which identified system and school-level policies and practices for supporting disadvantaged schools and students.

Andreas Schleicher is director for education and skills, and special advisor on education policy to the secretary-general at OECD, in Paris. He initiated and oversees the Programme for International Student Assessment (PISA) and other international instruments that have created a global platform for policy-makers, researchers, and educators across nations and cultures to innovate and transform educational policies and practices.

Jon R. Star is professor of Education at the Harvard Graduate School of Education. Star is an educational psychologist who studies children's learning of mathematics at all levels but with particular emphasis on the middle and high school years. Star also investigates instructional and curricular interventions that may promote the development of mathematical understanding.


The American Educational Research Association (AERA) is the largest national interdisciplinary research association devoted to the scientific study of education and learning. Founded in 1916, AERA advances knowledge about education, encourages scholarly inquiry related to education, and promotes the use of research to improve education and serve the public good. With members from 96 countries, AERA is committed to expanding its connections to the global research community, and is actively involved in advancing the field of education research worldwide.


The Organisation for Economic Co-operation and Development (OECD) is an international organisation that works to build better policies for better lives. Our goal is to shape policies that foster prosperity, equality, opportunity and well-being for all. We draw on almost 60 years of experience and insights to better prepare the world of tomorrow.