Date of Award

Spring 5-11-2020

Document Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor/Committee Member

Dr. Nyaradzo Mvududu

Second Advisor/Committee Member

Dr. Robin Henrikson

Third Advisor/Committee Member

Dr. David Denton


video analysis, edTPA, preservice teachers, video feedback, teacher preparation, standardized writing tests


The researcher analyzed data from two online cohorts of preservice teachers at a small, liberal arts university in Washington State. The researcher conducted a correlational analysis to determine if standardized writing scores and the quantity of video analysis conducted during the educator preparation program (EPP) predicted performance on the national Educative Teacher Performance Assessment (edTPA). Contrary to the researcher’s hypothesis, academic writing ability did not have a predictive positive relationship with edTPA performance, r = -.004, p = .98. The total quantity of video analysis, both of self and of other, resulted in a statistically significant positive correlation with total edTPA scores, r = .34, p = .02. Disaggregated data showed significant positive correlations with the quantity of others’ videos interns commented on, particularly with edTPA Task 3: Assessment.