The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Novice Teachers' Attention to Student Thinking
Abstract
Stage-based views of teacher development hold that novice teachers are unable to attend to students' thinking until they have begun to identify themselves as teachers and mastered classroom routines, and so the first emphases in learning to teach should be on forming routines and identity. The authors challenge those views, as others have done, with evidence of novices attending to students' thinking early in their teaching and offer framing as an alternative perspective on whether and how teachers attend to student thinking. By this account, most teachers work in professional contexts that focus their attention on curriculum, classroom routines, and their own behavior, rather than on student thinking. An account of framing suggests an early, strong emphasis on attention to student thinking in teacher education.
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Cites
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Inside the Black Box: Raising Standards through Classroom Assessment
Black, P., & Wiliam, D. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200119 · Cited by 4,231
Gorillas in our midst: sustained inattentional blindness for dynamic events
Simons, D. J., & Chabris, C. F. (1999) · Perception · doi:10.1068/p281059 · Cited by 3,181
Professional Growth Among Preservice and Beginning Teachers
Kagan, D. M. (1992) · Review of Educational Research · doi:10.3102/00346543062002129 · Cited by 1,960
Emerging Minds: The Process of Change in Children's Thinking
Siegler, R. S. (1996) · doi:10.1093/oso/9780195077872.001.0001 · Cited by 799
Authentic assessment of teaching in context
Darling-Hammond, L., & Snyder, J. (2000) · Teaching and Teacher Education · doi:10.1016/s0742-051x(00)00015-9 · Cited by 715
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
Characterizing the formative assessment enactment of experienced science teachers
Dini, V., Sevian, H., Caushi, K., & Orduña Picón, R. (2020) · Science Education · doi:10.1002/sce.21559 · Cited by 61
Daniel, S. M., & Pray, L. (2017) · TESOL Quarterly · doi:10.1002/tesq.347 · Cited by 38
Datnow, A., Lockton, M., & Weddle, H. (2021) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100869 · Cited by 31
Cooper, A. C., Delcy, M. D., & Dolan, E. L. (2026) · CBE—Life Sciences Education · doi:10.1187/cbe.25-06-0130 · Cited by 1
Metadata
- Authors
- Levin, D. M., Hammer, D., & Coffey, J. E.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2009-03
- Volume
- 60
- Issue
- 2
- Pages
- 142-154
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2150762032
- Cited by
- 335
- References
- 7
- FWCI
- 57.74
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
