The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking
Open accessAbstract
Abstract This study investigates pre-service teachers' capacities to attend to, analyze, and respond to student thinking. Using a performance assessment of teacher competence, we compare two cohorts of science teacher candidates, one that participated in a video-based course designed to develop these skills and one that did not. Course participants demonstrate more sophisticated levels of attention to and analysis of student ideas. Analysis of the relationship among skills reveals that sophisticated analyses and responses to student ideas require high sophistication in attending to student ideas. However, high sophistication in attending to student ideas does not guarantee more sophisticated analyses or responses.
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Citations
Cites
Determining Validity in Qualitative Inquiry
Creswell, J. W., & Miller, D. L. (2000) · Theory Into Practice · doi:10.1207/s15430421tip3903_2 · Cited by 9,184 · cited 1×
“The research team discussed variation in case ratings until consensus was reached (Creswell & Miller, 2000).”
BackgroundLinking Ways of Knowing with Ways of Being Practical
Van Manen, M. (1977) · Curriculum Inquiry · doi:10.1080/03626784.1977.11075533 · Cited by 1,623
Professional Noticing of Children's Mathematical Thinking
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.41.2.0169 · Cited by 1,433
Effective Reflective Practice: In Search of Meaning in Learning about Teaching
Loughran, J. J. (2002) · Journal of Teacher Education · doi:10.1177/0022487102053001004 · Cited by 1,231
Teaching Student Teachers to Reflect
Zeichner, K., & Liston, D. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j18v7162275t1w3w · Cited by 1,192
Using Questioning to Guide Student Thinking
van Zee, E., & Minstrell, J. (1997) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0602_3 · Cited by 342
Cited by
Learning to notice important student mathematical thinking in complex classroom interactions
Stockero, S. L., Rupnow, R. L., & Pascoe, A. E. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.01.006 · Cited by 149
Mumford, S., & Dikilitaş, K. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103706 · Cited by 123
Bates, M. S., Phalen, L., & Moran, C. G. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.04.004 · Cited by 33
Datnow, A., Lockton, M., & Weddle, H. (2021) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100869 · Cited by 31
Magiera, M. T., & Zambak, V. S. (2021) · International Journal of STEM Education · doi:10.1186/s40594-020-00263-y · Cited by 17
Metadata
- Authors
- Barnhart, T., & van Es, E.
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2015-01
- Volume
- 45
- Pages
- 83-93
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W1965797896
- Cited by
- 417
- References
- 6
- FWCI
- 70.04
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
