Co-Researching the Concept of 'Noticing and Adjusting' in Monitoring Literacy Learning

Barrett, Mark; Reason, Rea; Regan, Teresa; Rooney, Steve; Williams, Christine A.; Woods, Kevin; Stothard, Jan

doi:10.1080/0266736022000022002

Cited by 10 publications

(3 citation statements)

References 6 publications

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“…Gibson and Ross (2016) describe comprehensive professional development designed to help experienced teachers develop advanced levels of noticing, whereby they are able to attend to the particulars of students' thinking in literacy and make a thoughtful teaching response. Similar findings are reported in other studies of literacy (Barrett et al, 2002) and mathematics (Goldsmith and Seago, 2011).…”

Section: Teacher Noticingsupporting

confidence: 91%

Collaborative research into the “hidden worlds” of children’s peer reading

Johnson

Cochran²

2021

Journal of Early Childhood Research

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Children’s peer social worlds as part of language and literacy learning are often “hidden” from researchers and teachers alike. This article reports on collaborative research between a researcher and veteran kindergarten teacher into these hidden worlds. We draw upon ethnographic documentation (videos, interviews, field notes) and video microanalysis with two aims for our inquiry. For one, we are interested in the teacher’s perspective on children’s peer reading behaviors and what children are learning as part of these practices. Secondly, we reflect on how using video to look closely into hidden classroom life contributes to teacher learning. The result is a detailed analysis from the teacher’s perspective of how children acquire both the character and skills for learning to read when reading with a peer. Findings contribute to literatures on the sociolinguistic features of children’s peer reading and teacher development in literacy education.

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Section: Teacher Noticingsupporting

confidence: 91%

Collaborative research into the “hidden worlds” of children’s peer reading

Johnson

Cochran²

2021

Journal of Early Childhood Research

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“…Pupils with additional literacy needs are likely to require an individual education plan that considers curriculum access, pupil participation and motivation (Barrett et al, 2002). • It is questionable to what extent curriculum materials relate to the social and cultural context of pupils.…”

Section: Resultsmentioning

confidence: 98%

Key Stage 3 Pupils’ Views About Reading

Atkinson

2006

Educational Psychology in Practice

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Recent developments in literacy teaching have tended to target the needs of primary, rather than high school pupils and focus on technical, rather than affective aspects of reading. This paper describes a questionnaire-based study undertaken to identify perceptions and views held by Key Stage 3 readers of different ages, genders and abilities. Outcomes support previous research, indicating differences between boys and girls and older and younger pupils, particularly in relation to reading preferences. Reading engagement appears to be linked to reading ability. EPs are challenged to offer perspectives that can contribute to literacy development at casework and curriculum levels.

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“…Perhaps a process of noticing and adjusting would be appropriate here, in line with Barrett, Reason, Regan, Rooney, Williams, Woods and Stothard (2002) who explored this approach in relation to children's literacy progress. Barrett et al (2002), note that 'the phrase "noticing and adjusting" can be useful in enabling educational psychologists and teachers to reflect on practices in the classroom' (p.298). Not following the procedure may be caused by panic which highlights the importance of planning prior to an event, (see later theme, 'school ability').…”

Section: Processmentioning

confidence: 99%

Exploring the development of critical incident response teams

Lockhart

Woods

2016

International Journal of School & Educational Psychology

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Chapter 1: Introduction Chapter 2: Literature review 2.1 Introduction 2.1.1 History of Critical Incidents within the literature 2.1.2 Literature on Critical Incidents from 1970s 2.1.3 Literature on Critical Incidents from 1980s 2.1.4 Literature on Critical Incidents from 1990s 2.1.5 Literature on Critical Incidents from 2000 to the present 2.1.6 Summary of Literature on Critical Incidents from 1970s to the present day 2.2 Post-traumatic Stress Disorder 2.3 Prevalence of Critical Incident Response within Educational Psychology Services 2.4 How do Educational Psychology Services Respond to Critical Incidents? 2.4.1 Educational Psychology Service response within the UK 2.4.1.1 Content analysis of leaflets 2.4.2 Educational Psychology Service response within USA and Israel 2.5 Interventions 2.6 How are Local Authority Critical Incident Response Services Set Up? 2.7 What Factors Influence Change in Organisations? 2.8 How are Critical Incident Services Evaluated?

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Co-Researching the Concept of 'Noticing and Adjusting' in Monitoring Literacy Learning

Cited by 10 publications

References 6 publications

Collaborative research into the “hidden worlds” of children’s peer reading

Collaborative research into the “hidden worlds” of children’s peer reading

Key Stage 3 Pupils’ Views About Reading

Exploring the development of critical incident response teams

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