Teacher noticing from a sociopolitical perspective: the FAIR framework for anti-deficit noticing

Louie, Nicole; Adiredja, Aditya P.; Jessup, Naomi

doi:10.1007/s11858-021-01229-2

Cited by 72 publications

(51 citation statements)

References 33 publications

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“…We feel like we have just scratched the surface of this rich area for research and practice. Future work can build from these findings to explore how tools might differentially support teachers' noticing of SMTV in particular ways, such as attending to strengths in students' thinking (Jilk, 2016) or enacting anti-deficit ways of noticing (Louie et al, 2021). Further, while we examined the content of individual teachers' comments and tags as they pertained to the specific tool that was used (and relations among them in Cohort 2), we recognize that other factors may also have shaped teachers' remarks.…”

Section: Discussionmentioning

confidence: 99%

“…Yet noticing students' thinking is not always a routine practice for teachers, and teaching experience alone does not guarantee that teachers develop skills to notice students' thinking (Jacobs et al, 2010). While important research has explored affordances of different ways of noticing students' thinking (e.g., Louie et al, 2021), our interest here is continuing to unearth ways teachers can notice students' thinking, broadly speaking. Noticing students' mathematical thinking is a significant achievement in itself, and recent research highlights how learning to do so in the context of teacher education and PD can positively impact teacher noticing during instruction (e.g., Stockero, 2020; van Es et al, 2017).…”

Section: Background and Theoretical Framingmentioning

confidence: 99%

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Tools for supporting teacher noticing about classroom video in online professional development

Larison

Richards

Sherin

2022

J Math Teacher Educ

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Teachers’ noticing of students’ mathematical thinking plays an important role in supporting student learning. Yet little is known about how online professional development (PD)—a growing setting for PD in the USA—can cultivate this noticing. Here, we explore the potential of using two online tools for engaging video to support K-2 teachers’ noticing of students’ mathematical thinking in the context of a six-week online video-based PD program. While participating in the program, teachers used a commenting tool that allowed them to view video in its entirety and write a summary note, as well as a tagging tool that allowed them to mark moments of video while viewing and associate notes with those moments. We found that teachers’ regular use of the tagging tool promoted their increased noticing of students’ mathematical thinking in video. Further, the tagging tool and commenting tool appeared to function in complementary ways to support teachers’ noticing. These findings contribute to the field’s growing understanding of how technological advances can support the development and study of mathematics teacher noticing, with implications for the design of online teacher learning environments.

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Section: Discussionmentioning

confidence: 99%

Section: Background and Theoretical Framingmentioning

confidence: 99%

Tools for supporting teacher noticing about classroom video in online professional development

Larison

Richards

Sherin

2022

J Math Teacher Educ

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“…Given our critical stance towards the learning loss narrative, we are also drawn to scholars who place noticing in a sociopolitical context. Louie et al (2021) identify the dangers of what they describe as "deficit noticing," wherein teachers attend almost obsessively to the errors and shortcomings of students of color; interpret errors and shortcomings as evidence of deficiencies in students, their families, or their cultures; erase students' assets; and disregard schooling practices and social structures that limit students' opportunities to learn and thrive. (p. 95) Deficit noticing emerges from an understanding of literacy as fixed and measurable, and of students as receivers of this knowledge.…”

Section: The Limitations Of Deficit Noticingmentioning

confidence: 99%

“…Our noticing commitments need to go beyond focusing only on things in the "right" pile. We are drawn toward Louie et al (2021)'s term anti-deficit noticing, which "goes beyond a blanket commitment to seeing the assets that all students bring to learning" (p 100). Actively challenging deficit discourses means attending to the full complexity of instructional interactions in ways that defy the easy tendency to evaluate.…”

Section: The Limitations Of Deficit Noticingmentioning

confidence: 99%

“…If teachers convey that students need to "catch up" as literacy learners, this is arguably what they will learn (Louie et al, 2021), and it may have powerful instructional consequences. In pre-pandemic research, Adair et al (2017) found that early childhood teachers and administrators who worked with emergent bilingual populations often focused on the "word gap" argument (Hart & Risley, 1995) that their students were behind in vocabulary.…”

Section: Re-centering Noticingmentioning

confidence: 99%

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Beyond “Learning Loss:” Literacy Teacher Noticing in a Post-Pandemic World

Aukerman

Aiello

2023

L & L

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A resounding emphasis on learning loss has pervaded popular discourse and academic research as children return to in-person instruction after COVID-related schooling interruptions, most notably including remote schooling. This paper examines how this emphasis links to persistent deficit-oriented views of children as lacking literacy and language. It proposes an expanded, anti-deficit conception of teacher noticing based upon four domains that deserve more visibility especially at this time in the literacy classroom: children’s emotions, children’s funds of knowledge, children’s relationships, and children’s purposes. It provides examples of how teachers might adopt deliberate noticing practices that attend to these domains.

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Examining interactions between dominant discourses and engineering educational concepts in teachers' pedagogical reasoning

De Lucca,

Watkins,

Swanson

et al. 2023

J of Engineering Edu

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BackgroundEngineering's introduction into K–12 classrooms has been purported to support meaningful and inclusive learning environments. However, teachers must contend with dominant discourses embedded in US schooling that justify inequitable distributions of resources.PurposeDrawing on Gee's notion of discourses, we examine how teachers incorporate language legitimizing socially and culturally constructed values and beliefs. In particular, we focus on the discourse of ability hierarchy—reflecting dominant values of sorting and ranking students based on perceived academic abilities—and the discourse of individual blame—reflecting dominant framings of educational problems as solely the responsibility of individual students or families. We aim to understand how these discourses surface in teachers' reasoning about teaching engineering.MethodWe interviewed 15 teachers enrolled in an online graduate program in engineering education. Utilizing critical discourse analysis, we analyzed how teachers drew on discourses of blame and ability hierarchy when reasoning about problems of practice in engineering.ResultsTeachers drew on engineering education concepts to reinforce dominant discourses (echoing specific language and preserving given roles) as well as to disrupt (utilizing different language or roles that [implicitly] challenge) dominant discourses. Importantly, teachers could also retool discourses of ability hierarchy (arguing for a more equitable distribution of resources but problematically preserving the values of ranking and sorting students).ConclusionsK–12 schooling's sociohistorical context can shape how teachers make sense of engineering in ways that implicate race, gender, disability, and language, suggesting a need to grapple with how discourses from schooling—and engineering culture—maintain marginalizing environments for students.

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Teacher noticing from a sociopolitical perspective: the FAIR framework for anti-deficit noticing

Cited by 72 publications

References 33 publications

Tools for supporting teacher noticing about classroom video in online professional development

Tools for supporting teacher noticing about classroom video in online professional development

Beyond “Learning Loss:” Literacy Teacher Noticing in a Post-Pandemic World

Examining interactions between dominant discourses and engineering educational concepts in teachers' pedagogical reasoning

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