The role of attention in expert classroom practice

Ainley, Janet; Luntley, Michael

doi:10.1007/s10857-007-9026-z

Cited by 56 publications

(23 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Much of the research on teacher noticing has been based on the analysis of interviews in which teachers are asked to reflect on what they noticed after teaching a class (Ainley & Luntley, 2007) or after watching a video of instruction (Colestock & Sherin, 2009). This latter methodology has the advantage of not relying on recalled events and self‐reports.…”

Section: Teacher Noticingmentioning

confidence: 99%

Assessing students' understanding of inquiry: What do prospective science teachers notice?

2013

View full text Add to dashboard Cite

The theoretical construct of teacher noticing has allowed mathematics teacher educators to examine teacher thinking and practice by looking at the range of activities that teachers notice in the classroom. Guided by this approach to the study of teacher thinking, the central goal of this exploratory study was to identify what prospective science teachers notice when evaluating evidence of student understanding in another teacher's inquiry-based unit. Our results are based on the qualitative analysis of 43 prospective teachers' evaluations of assessment evidence presented to them in the form of a video case and associated written artifacts. Analysis of our data revealed two major categories of elements, Task-General and Task-Specific, noticed by our study participants. Task-General elements included attention to learning objectives, independent student work, and presentation issues and they often served to guide or qualify the specific inquiry skills that were evaluated. Task-Specific elements included the noticing of students' abilities to perform different components of an investigation. In general, study participants paid attention to important general and specific aspects of student work in the context of inquiry. However, they showed preferential attention to those process skills associated with designing an investigation versus those practices related to the analysis of data and generation of conclusions. Additionally, their interpretations of assessment outcomes were largely focused on the demonstration of general science process skills; much less attention was paid to the analysis of the epistemological validity or scientific plausibility of students' ideas. Our results provide insights into the design of meaningful learning experiences for prospective teachers that elicit, challenge, and enrich their conceptions of student understanding in the context of inquiry. ß

show abstract

Section: Teacher Noticingmentioning

confidence: 99%

Assessing students' understanding of inquiry: What do prospective science teachers notice?

2013

View full text Add to dashboard Cite

show abstract

“…Berliner (1994) and Mason (2002) claim that expert teachers have heightened sensitivities to particular aspects of one's practice, as well as techniques for analyzing, using, and inquiring into these aspects of their work. Ainley and Luntley (2007) refer to this as ''attention-dependent knowledge'' (p. 3), a range of attentional skills that expert teachers use to attend to the cognitive and affective aspect of classrooms.…”

Section: Literature Reviewmentioning

confidence: 99%

The influence of video clubs on teachers’ thinking and practice

Es¹,

Sherin

2009

J Math Teacher Educ

279

130

View full text Add to dashboard Cite

This article examines a model of professional development called ''video clubs'' in which teachers watch and discuss excerpts of videos from their classrooms. We investigate how participation in a video club influences teachers' thinking and practice by exploring three related contexts: (a) teachers' comments during video-club meetings, (b) teachers' self-reports of the effects of the video club, and (c) teachers' instruction across the year. Data analysis revealed changes in all three contexts. In the video-club meetings, teachers paid increased attention to student mathematical thinking over the course of the year. In interviews, teachers reported having learned about students' mathematical thinking, about the importance of attending to student ideas during instruction, and about their school's mathematics curriculum. Finally, shifts were also uncovered in the teachers' instruction. By the end of the year, teachers increasingly made space for student thinking to emerge in the classroom, probed students' underlying understandings, and learned from their students while teaching.

show abstract

“…Learning to Notice An emerging body of research related to teachers' noticing supports the importance of it in teaching (e.g., Ainley and Luntley 2007;Mason 2008;Scherrer and Stein 2012;Star and Strickland 2008). Noticing involves not only the attention that teachers give to significant classroom actions and interactions, but also their reflections, reasoning, and decisions based on it, i.e., attention and awareness (Mason 2008).…”

Section: Learning Of Mathematical Pedagogymentioning

confidence: 99%