Making Visible the Relationship Between Teachers’ Noticing for Equity and Equitable Teaching Practice

Es, Elizabeth A. van; Hand, Victoria; Mercado, Janet

doi:10.1007/978-3-319-46753-5_15

Cited by 41 publications

(29 citation statements)

References 19 publications

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“…We would like to see youth and their teachers share epistemic authority, co-construct science storylines, and disrupt norms and hierarchies of power and position in science (Calabrese Barton & Tan, 2009; Hand, 2012; Rosebery et al, 2015). This kind of teaching requires teacher noticing of students’ “status and positioning” in groups as well as their “individual student histories” inside and outside of class (van Es, Hand, & Mercado, 2017, p. 266), and teachers must be first disposed to notice such things (Hand, 2012). For example, care must be taken to consider when teachers shift authority.…”

Section: Discussionmentioning

confidence: 99%

“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science

Haverly

Barton

Schwarz

et al. 2018

Journal of Teacher Education

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Scholarly calls to reform science education for all students emphasize scientific sense-making. Despite the importance of sense-making, few strategies exist to help novice teachers learn to notice and respond equitably to students’ scientific sense-making in elementary science. In this article, we report on a qualitative case study in which we investigated sense-making moments that occurred when novice teachers facilitated classroom discussions. Findings suggest that when novice teachers made space in class discussions for sense-making—for example, by trying different responses to clarify student ideas or waiting before responding to figure out next steps—this expanded opportunities for shared epistemic authority; however, novices did not often recognize these moments as productive for sense-making. Findings also suggest that novice teachers may benefit from support to help them develop their abilities to notice, interpret, and respond equitably to students’ scientific sense-making in class discussions.

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Section: Discussionmentioning

confidence: 99%

“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science

Haverly

Barton

Schwarz

et al. 2018

Journal of Teacher Education

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“…Blömeke et al (2015) conceptualized the situation-specific skills within professional vision as mediators between professional knowledge and actual classroom practice, that is, in the competence model developed by Blömeke et al, situation-specific skills like noticing in an observed classroom scenario are predictors of actual teaching ability. Importantly, research has indicated that teachers' professional vision affects real-time instructional quality and student learning (Kersting et al, 2012;van Es et al, 2017). For example, Gibson and Ross (2016) found that a professional development intervention to promote inservice teachers' professional vision regarding instruction of reading comprehension significantly increased their real-time teaching of reading comprehension.…”

Section: Teachers' Development Of Noticing Skillsmentioning

confidence: 99%

Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies

Michalsky

2021

Front. Psychol.

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Contemporary theories of learning and instruction as well as a large body of research have pinpointed the benefits of effective self-regulated learning (SRL) for students' academic achievements, yet research findings indicate that teachers' actual promotion of students' SRL strategies and students' actual use of such strategies are less common than expected. To extend the investigation of how and when teachers' expertise develops regarding SRL instruction practices in authentic classrooms, the current study compared preservice vs. inservice teachers' “noticing” of explicit SRL teaching behaviors in videotaped classroom vignettes. Preservice teachers in a university teacher training program (N = 296) and inservice elementary, junior high, and high school teachers (N = 305) were presented with six online video cases accompanied by questions about the videotaped teachers' instruction of SRL planning, monitoring, and evaluation strategies. The results suggested that, overall, both preservice and inservice teachers failed to notice the expert teachers' explicit SRL teaching. Furthermore, their noticing ability failed to increase over the career span, with growing teaching experience. Thus, targeted instruction is recommended during both preservice training and inservice development programs to promote all teachers' application of evidence-based explicit SRL teaching strategies.

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“…For educators, this means first recognizing how their own identities and backgrounds affect the ways they perceive and respond to student actions. A number of studies suggest that teachers notice and interpret student actions in very different ways depending on their attitudes toward equity issues (Averill et al, 2015;Battey & Franke, 2015;Hand, 2012;Reinholz & Shah, 2018;van Es et al, 2017).…”

Section: Linking Equity and Practice In Teacher Educationmentioning

confidence: 99%

Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach

Littenberg-Tobias¹,

Reich²,

Borneman³

2020

Preprint

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Diversity, equity, and inclusion (DEI) issues are urgent in education, given the widespread evidence of discriminatory behavior and widening racial disparities. Although DEI trainings can change participants’ attitudes they have minimal effects on behaviors. Simulations are a promising approach to address this gap between attitudinal and behavioral change. We developed an online course for educators (N = 963) that included a series of equity simulations and applied the structural topic model (STM), to identify alignment between participants' simulated behavior and equity attitudes on surveys. STM identified meaningful topics within participants’ simulation responses and that the prevalence of these topics varied by equity attitudes. We also measured changes in participants' behaviors over different, successive, simulations, by comparing with a reference group of high equity-oriented participants. Participants made significant shifts in the simulations toward equity-promoting behaviors (ES = 0.99), which corresponded with changes in equity-oriented attitudes (ES=0.74) and self-reported equity-promoting behaviors (ES=0.30).

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Making Visible the Relationship Between Teachers’ Noticing for Equity and Equitable Teaching Practice

Cited by 41 publications

References 19 publications

“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science

“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science

Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies

Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach

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