(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs

Francis, Dionne Cross; Eker, Ayfer; Liu, Jinqing; Lloyd, Kemol; Bharaj, Pavneet Kaur

doi:10.1007/s10857-021-09509-0

Cited by 12 publications

(7 citation statements)

References 58 publications

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“…One contribution of this study is the elaboration on situated perspectives that describe factors influencing teachers' noticing, such as affective factors, dispositions, cultural contexts, and other situated aspects of teacher and learning (Cross Francis et al, 2021; Erickson, 2011; Jong et al, 2021; Louie, 2018). Thus, a situated and socially constructed approach to noticing considers “influences of contexts as well as teachers' and assumptions regarding their students' learning” (Ball, 2011, p. xxi).…”

Section: Discussionmentioning

confidence: 99%

“…Cognitive perspectives reinforce a knowledge-based approach to account for a teacher's subconscious attention, reasonings, and decision making based on their knowledge about teaching and learning (van Es & Sherin, 2002). Yet, factors beyond cognitive perspectives provide insight into influence on teachers' noticing, such as affective factors, teachers' dispositions and perceptions, and cultural contexts (Cross Francis et al, 2021;Dreher et al, 2021;Louie, 2018). Stahnke et al (2016) argues that cognitive based frameworks used to understand teacher noticing are disconnected from classroom situations and do not account for the socio-historical context as described by Mason (2002).…”

Section: Situated Nature Of Noticingmentioning

confidence: 99%

“…Teachers' emotions significantly influence their cognitive abilities and their noticing practices (Cross Francis et al, 2021). For example, a teacher's anxiety might shift their focus from students' mathematical ideas to their behaviors.…”

Section: Situated Nature Of Noticingmentioning

confidence: 99%

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Exemplifying the situated nature of teacher noticing: Elementary teachers' use of insider knowledge

Jessup

2023

School Sci & Mathematics

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Teacher noticing is a crucial aspect of responsive and ambitious mathematics teaching, allowing educators to understand students' mathematical thinking and make informed decisions. However, this noticing is influenced by teachers' insider knowledge (i.e., past and present knowledge and experience with students), which is shaped by societal norms, biases, and expectations, including potentially harmful deficit discourses. This study investigates teachers' noticing of written work from a situated perspective using qualitative secondary analysis. The goal of this work is to exemplify upper elementary teachers' use of historical knowledge gained from classroom interactions or informal school settings, along with local and broader contextual factors. Data analysis included elementary teachers' noticing mathematical thinking in written work from their class, their use of insider knowledge of their students, and distinctions in orientations toward students and their thinking. Results indicate how insider knowledge enhances, impedes, or does not impact individual teachers' focus on the details and reasoning evidenced in their students' strategies. The findings contribute to a more nuanced understanding of the complexities of teacher noticing and emphasize the importance of acknowledging the socio–cultural and historical context which is needed for equitable mathematics teaching. Implications are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Situated Nature Of Noticingmentioning

confidence: 99%

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Exemplifying the situated nature of teacher noticing: Elementary teachers' use of insider knowledge

Jessup

2023

School Sci & Mathematics

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“…Reflecting on our interactions with teachers during the five coaching cycles, we created a space for teachers to experience MPRs, and we were able to support teachers in strengthening MPRs to some extent. Participating in HIC encouraged teachers to focus attention, increased their ability to notice (cf., Jacobs et al, 2010) students' thinking, and created opportunities to effectively utilize students' ideas and mistakes (Cross Francis et al, 2022). However, observed improvements in MPRs were gradual and sometimes unstable, which posed difficulty for measurement across the five coaching cycles.…”

Section: Discussionmentioning

confidence: 99%

“…HIC is designed to integrate knowledge about teachers' MKT, instructional quality, beliefs, identity, and emotions with the goal of providing teachers with comprehensive support as they plan and enact instruction (Cross Francis et al, 2022). The HIC model was designed based on the recognition that teachers are learners in the context of professional development; thus, their psychological and affective needs should be given ample attention, in ways similar to their knowledge and pedagogical needs are.…”

Section: Holistic Individualized Coaching (Hic)mentioning

confidence: 99%

Mathematically productive relationships (MPRs): a potentially effective classroom management approach

Liu

Francis

Lloyd

et al. 2022

Learning Environ Res

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Positive teacher–student relationships are considered essential for effective classroom management. Thus, focusing efforts to understand better and strengthen teacher–student relationships in order to improve student outcome metrics is prudent. This study examined seven elementary teachers’ descriptions and enactment of mathematically productive relationships (MPRs), a type of teacher-student relationship, and their influence on classroom management practices. Teachers’ descriptions of MPRs incorporated four themes: (a) creating safe, mistake-friendly environments, (b) developing trust and respect between the teacher and the students, (c) establishing and maintaining clear and high expectations, and (d) ensuring that classrooms remain safe spaces. However, these features did not always appear in the teachers’ classrooms. The enactment of MPRs varied across cases, with the participants’ classroom management priorities lying along a continuum from behavioural management to cognitive engagement. Implications of MPRs and the influence of different classroom management practices on students’ learning opportunities are discussed.

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Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs

Cited by 12 publications

References 58 publications

Exemplifying the situated nature of teacher noticing: Elementary teachers' use of insider knowledge

Exemplifying the situated nature of teacher noticing: Elementary teachers' use of insider knowledge

Mathematically productive relationships (MPRs): a potentially effective classroom management approach

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

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